--NRLF 


:;s  MOTOR'S  MANU/L: 


KLECTIIRES  ON  SCHOOL-KEKi  ING, 


BY   8.  R.  HALL,  A.  M. 


REVISED    EDITION. 


BOSTON: 

HED  BY  JOHN  P.  JEWETT  AND  COMPANY. 

CLEVELAND,   OHIO: 

JEWETT,  PROCTOR,  AND  WORTHINGTON. 

1852. 


LIBRARY 

OF   THE 

UNIVERSITY  OF  CALIFORNIA. 


OK 

PACIFIC  THEOLOGICAL  SEMINARY. 


-84528 


Accession     -u  Clots 


Presented  by 


rf  ir-     rf  1~     rf  1 


THE 


INSTRUCTOR'S  MANUAL: 


OR 


LECTURES  ON  SCHOOL-KEEPING, 


BY   S.  E.  HALL,  A.  M. 


REVISED     EDITION. 


BOSTON: 

PUBLISHED  BY  JOHN  P.  JEWETT  AND  COMPANY. 

CLEVELAND,   OHIO: 

JEWETT,  PROCTOR,  AND  WORTHINGTON. 

1852. 


L  8  /  o 


Entered  according  to  act  of  Congress,  in  the  year  1851,  by 

JOHN  P.  JEWETT  &  CO., 
in  the  Clerk's  office  of  the  District  Court  of  Massachusetts. 


ANDOVER:  JOHN  D.  FLAGG, 

STEREOTl'PER  AND  PRINTER. 


CONTENTS. 


INTRODUCTORY  REMARKS ix-xii 


LECTUEE  I. 

Importance  of  teacher's  vocation  —  extent  of  influence  very 
great.  Effect  of  habits  formed  in  childhood  lasting  as  life. 
Negligence  of  parents  with  regard  to  responsibility  —  evil 
parental  examples.  Unbounded  influence  teachers  mav  exert 
—  responsible  for  use  of  this  power  —  effect  on  the  destiny  of 
children  important  —  teacher's  work  to  train  children  for  fu 
ture  life 13-24 


LECTURE  II. 

Difficulties  and  evils  teachers  may  expect.  Ignorance  of  scholars. 
General  apathy  and  indifference  with  regard  to  schools  —  value 
of  common  schools  not  realized.  Various  forms  of  indifference 

—  want  of  parental  supervision  —  irregular  attendance  of  pupils 

—  want  of  necessary  apparatus  —  disagreement  among  parents 

—  school  parties  —  neglect  of  common  schools  by  the  wealthy 

—  want  of  Christian  effort  to  raise  the  standard  of  moral  in 
fluence.     Inadequate. qualifications  of  teachers  —  few  eminent 
in  this  occupation  —  parents  and  others  responsible  for  these 
deficiences —  parents  obligated  to    seek  good    educators  for 
children  —  teachers  worthy  to  receive  liberal  compensation  — 
value  of  teacher's  office  not  estimated — indifference  strange 
among  enlightened  people.     Fault  chargeable  on  instructors 
as  well  as  parents  —  well-qualified  teachers  an  important  de 
sideratum  in  our  land  .     .     .     .    ^ 25-43 


•-84528 


IV  CONTENTS. 


LECTURE  HI. 

Qualifications  and  duties  of  Instructors.  Several  things  which 
will  prevent  usefulness.  Ignorance  of  responsibility  an  insu 
perable  barrier  to  success  —  want  of  interest  in  children  — 
ignorance  of  manner  in  which  children  acquire  knowledge  — 
dislike  to  teaching  —  impatience.  Several  things  essential  as 
qualifications.  Common  sense.  Uniformity  of  temper.  Ca 
pacity  to  discriminate  character.  Decision  of  character.  Affec- 
tionateness.  Just  moral  discernment.  Deep  conviction  of 
moral  obligation 43-57 


LECTUEE  IV. 

Qualifications  and  duties  of  Instructors.  Capacity  to  understand 
the  diversities  of  character  among  pupils.  Precocity  —  pecu 
liar  treatment  required —  danger  of  neglecting  this.  Uncom 
mon  dulness,  no  proof  of  weak  mind  —  dull  to  be  encouraged. 
Acquaintance  with  laws  of  health  —  dangers  of  ignorance  — 
impure  air  —  damp  clothing  —  sitting  in  current  of  cold  air, 
especially  when  perspiring  —  long  confinement  in  school. 
Ability  to  govern — judicious  government  essential  to  success 

—  order  necessary  —  teacher  has  right  to   enforce    necessary 
laws  —  government   essential  to   advancement  in  study  —  to 
cultivation  of  social  and  moral  affections  —  of  faculties  of  the 
mind  —  school   without   discipline    hotbed   of  evil  passions. 
Tact  for  teaching  —  best  way  to  accomplish  ends  to  be  sought. 
Tact  in  managing    school  —  adaptation   to   circumstances  — 
pleasure  in  exercise  of  ingenuity  in  accomplishing  an  object 

—  teacher  deals  with  human  nature  —  school-room  an  empire 
of  mind.      Illustrations  of  value  of  this  qualification  —  tardy 
scholars,  etc.    Teachers  carefully  to  study  the  subject  .  57-79 


LECTURE  V. 

Qualifications  and  duties  of  Instructors.  Ability  to  teach  in 
best  manner  —  good  reading  essential  —  few  good  readers  — 
errors  common  —  attempt  to  learn  too  much  —  neglect  of 
thorough  knowledge  of  branches  of  study  —  few  willing  to 
make  effort  to  become  good  writers.  Importance  of  acquaint 
ance  with  Natural  History  —  Rhetoric  —  Natural  Philosophy 
—  Chemistry  —  Moral  Philosophy  —  ignorance  of  these,  occa 
sions  loss  of  opportunity  for  usefulness.  Education:  em 
bracing  physical,  intellectual,  and  moral  training  ....  70-89 


CONTENTS. 


LECTURE  VI. 

Qualifications  and  duties  of  Instructors.  Thorough  acquaint 
ance  with  nature  of  duty  and  responsibility  —  important  to 
personal  happiness  —  to  success.  Observe  peculiarities  of 
children  —  variety  of  character  among  parents.  Best  mode  of 
communicating  instruction  to  be  sought  —  requires  study  of 
human  nature  —  practice,  etc.  Teaching  the  communication 
of  ideas.  Station  of  the  teacher  involves  great  responsibility 
—  influence  not  limited  to  this  world  —  means  for  gaining  in 
fluence  should  be  studied  —  different  degrees  of  influence 
exerted  —  necessary  influence  how  to  be  cultivated.  Avoid 
being  hasty  —  deliberation  —  never  speak  angrily  —  be  punc 
tual.  Teacher's  whole  time  to  be  devoted  to  school  .  89-111 


LECTURE  VII. 

General  management  of  schools.  Government.  Self-government 
on  the  part  of  the  instructor  essential  —  examples.  Proper 
mode  of  treating  scholars;  illustration  —  scholars  should  be 
treated  as  moral  and  intellectual  beings  ;  illustration  —  let 
them  see  that  you  act  on  principle  —  decide  deliberately  —  no 
decision  better  than  wrong  one.  Government  should  be  uniform 
—  difficulty  of  this  —  large  scholars  not  allowed  more  liberty 
than  smaller  ones.  Firmness  essential  to  good  government.  Im 
partiality  in  government  —  danger  of  partiality.  Laws  designed 
not  to  prevent  but  to  secure  happiness  of  the  young.  Govern- 

.  ment  should  be  such  as  to  lead  scholars  to  cultivate  self-govern 
ment  ;  to  do  right  from  principle,  not  from  fear —  deficiency  on 
this  point  —  pupils  to  be  made  acquainted  with  design  of  law. 
Instructor  must  show  interest  in  welfare  of  pupils.  Amuse 
ments.  Manner  of  speaking  proper  in  school  —  dictatorial 
manner  to  be  avoided.  Punishment :  proper  when  laws  are 
recklessly  violated  —  be  not  hasty  to  punish ;  be  serious  — 
punishment  must  be  made  effectual  to  prevent  repetition  of 
crime.  Promise  no  rewards ;  unfavorable  influence  —  rewards 
if  given  should  be  rewards  of  merit  —  dull  not  to  be  punished 
for  being  so 112-137 


LECTURE  VHI. 

General  management  of  schools,  etc.     Endeavor  to  make  school 
pleasant — school-room  should   be   kept   neat  —  order  impor 
tant.     Reduce  everything  to  system  —  attempt  to  do  but  one 
1* 


IV  CONTENTS. 

LECTURE  El. 

Qualifications  and  duties  of  Instructors.  Several  things  which 
will  prevent  usefulness.  Ignorance  of  responsibility  an  insu 
perable  barrier  to  success  —  want  of  interest  in  children  — 
ignorance  of  manner  in  which  children  acquire  knowledge  — 
dislike  to  teaching  —  impatience.  Several  things  essential  as 
qualifications.  Common  sense.  Uniformity  of  temper.  Ca 
pacity  to  discriminate  character.  Decision  of  character.  Affec- 
tionateness.  Just  moral  discernment.  Deep  conviction  of 
moral  obligation 43-57 

LECTURE  IV. 

Qualifications  and  duties  of  Instructors.  Capacity  to  understand 
the  diversities  of  character  among  pupils.  Precocity  —  pecu 
liar  treatment  required —  danger  or  neglecting  this.  Uncom 
mon  dulness,  no  proof  of  weak  mind  —  dull  to  be  encouraged. 
Acquaintance  with  laws  of  health  —  dangers  of  ignorance  — 
impure  air  —  damp  clothing — sitting  in  current  of  cold  air, 
especially  when  perspiring  —  long  confinement  in  school. 
Ability  to  govern  — judicious  government  essential  to  success 

—  order  necessary  — teacher  has  right  to   enforce    necessary 
laws  —  government   essential  to   advancement  in  study  —  to 
cultivation  of  social  and  moral  affections  —  of  faculties  of  the 
mind  —  school   without   discipline    hotbed  of  evil  passions. 
Tact  for  teaching  —  best  wray  to  accomplish  ends  to  be  sought. 
Tact  in  managing    school  —  adaptation   to   circumstances  — 
pleasure  in  exercise  of  ingenuity  in  accomplishing  an  object 

—  teacher  deals  with  human  nature  —  school-room  an  empire 
of  mind.      Illustrations  of  value  of  this  qualification  —  tardy 
scholars,  etc.    Teachers  carefully  to  study  the  subject  .  57-79 


LECTURE  V. 

Qualifications  and  duties  of  Instructors.  Ability  to  teach  in 
best  manner  —  good  reading  essential  —  few  good  readers  — 
errors  common  —  attempt  to  learn  too  much  —  neglect  of 
thorough  knowledge  of  branches  of  study  —  few  willing  to 
make  effort  to  become  good  writers.  Importance  of  acquaint 
ance  with  Natural  History  —  Rhetoric  —  Natural  Philosophy 
—  Chemistry  —  Moral  Philosophy  —  ignorance  of  these,  occa 
sions  loss  of  opportunity  for  usefulness.  Education:  em 
bracing  physical,  intellectual,  and  moral  training  ....  79-89 


CONTENTS. 


LECTURE  VI. 

Qualifications  and  duties  of  Instructors.  Thorough  acquaint 
ance  with  nature  of  duty  and  responsibility  —  important  to 
personal  happiness  —  to  success.  Observe  peculiarities  of 
children  —  variety  of  character  among  parents.  Best  mode  of 
communicating  instruction  to  be  sought  —  requires  study  of 
human  nature  —  practice,  etc.  Teaching  the  communication 
of  ideas.  Station  of  the  teacher  involves  great  responsibility 
—  influence  not  limited  to  this  world  —  means  for  gaining  in 
fluence  should  be  studied  —  different  degrees  of  influence 
exerted  —  necessary  influence  how  to  be  cultivated.  Avoid 
being  hasty  —  deliberation  —  never  speak  angrily  —  be  punc 
tual.  Teacher's  whole  time  to  be  devoted  to  school  .  89-111 


LECTURE  VII. 

General  management  of  schools.  Government.  Self-government 
on  the  part  of  the  instructor  essential  —  examples.  Proper 
mode  of  treating  scholars;  illustration  —  scholars  should  be 
treated  as  moral  and  intellectual  beings;  illustration  —  let 
them  see  that  you  act  on  principle  —  decide  deliberately  —  no 
decision  better  than  wrong  one.  Government  should  be  uniform 
—  difficulty  of  this  —  large  scholars  not  allowed  more  liberty 
than  smaller  ones.  Firmness  essential  to  good  government.  Im 
partiality  in  government  —  danger  of  partiality.  Laws  designed 
not  to  prevent  but  to  secure  happiness  of  the  young.  Govern- 

.  ment  should  be  such  as  to  lead  scholars  to  cultivate  self-govern 
ment  ;  to  do  right  from  principle,  not  from  fear  —  deficiency  on 
this  point  —  pupils  to  be  made  acquainted  with  design  of  law. 
Instructor  must  show  interest  in  welfare  of  pupils.  Amuse 
ments.  Manner  of  speaking  proper  in  school  —  dictatorial 
manner  to  be  avoided.  Punishment :  proper  when  laws  are 
recklessly  violated  —  be  not  hasty  to  punish;  be  serious  — 
punishment  must  be  made  effectual  to  prevent  repetition  of 
crime.  Promise  no  rewards ;  unfavorable  influence  —  rewards 
if  given  should  be  rewards  of  merit  —  dull  not  to  be  punished 
for  being  so 112-137 


LECTURE  Vm. 

General  management  of  schools,  etc.  Endeavor  to  make  school 
pleasant  —  school-room  should  be  kept  neat  —  order  impor 
tant.  Reduce  everything  to  system  —  attempt  to  do  but  one 

i* 


VI  CONTENTS. 


._ p   „-    J  time.     Everything  should   be  done  thoroughly. 

Subjects  to  be  classed  according  to  importance  —  receive  at- 


thing  at   a   time. 


tention  accordingly.  Direction  of  studies  —  German  method 
• —  first  studies  for  children  — arithmetic  —  geography  —  history 
—  rudiments  of  grammar.  Attention  to  mode  of  imparting 
instruction  —  teach  children  to  think  —  errors  on  this  subject; 
illustrations  —  Hartford  school  —  conversation  about  stone, 
nail,  etc.  —  teacher  should  have  general  exercises  for  small 
scholars  —  exercise  in  arithmetic  —  defining  words  —  divisions 
and  classes  of  animals  —  illustrations ;  cow,  etc.  —  Natural 
History  —  making  figures,_  etc.  on  blackboard  —  spelling  by 
writing.  Variety  in  exercises  important  .  ...  137-161 


LECTUEE  IX. 

General  management  of  schools  and  manner  of  teaching. 
Methods  to  be  adopted.  Knowledge  of  text-books  but  a  part 
of  requisite  instruction — book  the  instrument — teach  how  to 
use  for  acquiring  knowledge  —  presume  not  too  much  on  the 
knowledge  of  pupils  —  use  most  simple  mode  of  illustration  — 
unintelligible  illustration  useless  —  avoid  use  of  unintelligible 
words ;  example.  Make  every  study  pleasant  and  interesting 
—  this  may  be  accomplished  —  example  of  Pestalozzi.  Spell 
ing  :  combinations  of  letters  various  —  difficulty  to  scholars 
in  acquiring  —  disagreement  among  lexicographers  —  lessons 
generally  too  long  —  impress  importance  of  the  study  on 
pupils  —  errors  in  pronunciation  —  spelling  by  writing  on  slate. 
Reading:  modes  in  use  various  —  instructors  deficient  — 
learning  the  alphabet  difficult  task  for  children  —  methods  of 
teaching  beginners  —  lisping,  how  to  be  cured.  Children 
should  learn  to  read  slowly  —  attention  when  class  is  reading  — 
require  distinct  pronunciation  —  teach  use  of  stops  and  inflec 
tions.  Character  of  reading  lesson  should  be  examined. 
Teachers  should  copy  nature  in  their  own  reading  —  should 
strive  to  excel 161-180 


LECTUEE  X. 

Manner  of  teaching  arithmetic  —  may  be  early  commenced. 
Intellectual  arithmetic :  modes  of  teaching  in  use  various  — 
teach  pupils  to  reason;  illustrations — young  scholars  may 
solve  problems  by  this  method.  Written  Arithmetic :  pupils 
should  be  led  to  investigate  principles  on  which  rules  are 
founded  —  errors  in  mode  of  study  —  method  recommended  — 
illustrations  —  explanation  to  be  simple  — principles  should  be 


CONTENTS.  Vll 

perfectly  understood.  Geography:  claims  much  attention  — 
various  modes  of  teaching —  general  facts  should  be  thoroughly 
acquired  —  classification  important  —  too  much  often  attempt 
ed  to  be  acquired  —  boundaries  to  be  thoroughly  learned  — 
consider  physical,  political,  and  moral  condition  of  each  coun 
try —  accustom  pupils  to  draw  maps  —  outline  maps  useful  — 
few  important  facts  more  useful  than  many  unimportant  par 
ticulars.  Enylish  Grammar:  teachers  should  be  thoroughly 
qualified  to  teach  —  common  mode  of  teaching  defective  — 
methods  in  use  generally  —  better  mode  recommended  —  ex 
plain  what  grammar  is  —  nature  of  the  language  —  compo 
sition  of  compound  words  —  definitions  to  be  thoroughly  fixed 
in  the  memory  —  give  reason  for  everything  —  sentences  to  be 
analyzed  —  scholar  taught  to  correct  errors  —  rules  to  be 
thoroughly  acquired.  Penmanship  :  necessary  accomplishment 
—  mode  of  teaching  recommended.  History  should  receive 
much  attention  —  pupils  should  commence  with  history  of 
their  own  State — lessons  by  topics  recommended  —  most  im 
portant  events  to  be  learned  perfectly  —  different  books  may 
be  used.  Composition:  of  great  practical  utility  —  disciplines 
the  mind  —  mode  of  instruction  to  be  adopted  —  exhibit  the 
great  importance  of  this  exercise  —  require  small  scholars  to 
write  sentences  containing  given  words  —  read  stories  to  be 
written  by  class  —  subject  to  be  given  by  teacher  —  benefit  of 
pupil  to  be  regarded  hi  choice  of  subject-  -  recommend  pupils 
to  hold  correspondence  with  each  other.  Moral  Philosophy  — 
important  branch  of  study  —  teach  pupils  to  examine  reasons 
of  moral  distinctions  —  to  distinguish  between  moral  and  im 
moral  actions.  BIHLE  to  be  read  in  school  —  the  standard  by 
which  all  actions  are  to  be  tried 180-212 


LECTURE  XL 

General  suggestions  —  seize  favorable  opportunities  to  fix  im 
pressions  on  minds  of  pupils  —  examples;  the  eclipse  —  the 
maniac  —  such  opportunities  to  be  improved  for  good  of  school. 
Lead  pupils  to  improve  time  faithfully  —  former  means  of 
making  scholars  "ambitious" — results  of  this  course  —  better 
way — results  witnessed.  Show  scholars  their  obligation  to 
study  —  a  duty  to  themselves  —  to  teachers — to  parents  —  to 
country  —  to  their  Creator 213-222 


LECTURE  XII. 

Suggestions  on  mutual  improvement.     Strict  attention  to  sub 
jects  discussed  important.     Something  more  required  —  age  is 


Vlll  CONTENTS. 

one  of  improvement  ;  carry  this  into  school.  Every  school 
may  become  a  lyceum  —  direct  attention  of  scholars  to  what 
they  may  accomplish;  example  —  meet  scholars  for  improve 
ment  —  familiar  lectures  to  be  given  —  forming  library  — 
strive  to  make  good  impression  on  minds  of  parents.  Endeavor 
to  procure  apparatus,  etc.  Yield  not  to  discouragements  — 
resolve  to  succeed 223-233 


INTRODUCTORY  REMARKS, 


TO    TEACHERS,    AND    CANDIDATES    FOR 
THAT    EMPLOYMENT. 


YOUNG  LADIES  AND  GENTLEMEN: 

You  have  assumed,  or  expect  soon  to  assume,  the  re 
sponsibilities  of  superintending  the  education  of  children 
and  youth  in  the  various  schools  demanding  your  services. 
As  you  direct  your  thoughts  to  that  field  of  labor,  nothing 
is  more  natural  than  an  inquiry,  What  are  the  duties, 
what  the  trials  and  difficulties,  what  the  pleasures  and 
awards,  of  our  vocation  ? 

In  the  following  Lectures,  it  has  been  my  purpose,  in  a 
very  familiar  manner,  to  discuss  all  these  and  kindred 
topics.  Permit  the  remark  here,  that  for  what  I  attempt 
to  impart  to  you,  I  am  myself  indebted  principally 
to  experience.  When  I  entered  the  same  field  of 
labor,  in  1816,  there  was  scarcely  a  paragraph  in  the 
weekly  newspaper,  and  not  a  single  book  or  even  tract 
within  my  knowledge,  intended  to  aid  the  teacher,  in 
knowing  how  to  instruct  and  govern  a  school.  Nor  was 
there  at  that  time  a  Teacher's  Institute  or  Normal  School 
within  the  United  States,  or  even  Europe.  The  magnifi 
cent  school  system  of  Prussia,  which  has  since  awakened 
such  deep  interest  in  Christendom,  was  not  then  ma- 


10  INTRODUCTORY   REMARKS. 

tured.  Though  colleges,  academies,  and  institutions  for 
the  training  of  men  in  the  learned  professions  were  long 
before  established,  it  seemed  to  be  taken  for  granted  that 
those  to  whom  was  committed  the  training  of  children  in 
tile  district  schools,  needed  nothing  more  than  a  knowl 
edge  of  the  branches  of  study  to  be  taught,  in  order  to  be 
qualified  for  their  responsible  duties. 

I  know  not  how  other  schoolmasters  of  that  day  regarded 
this  fact,  but  to  me  it  seemed  a  strange  anomaly.  Deeply 
sensible  of  my  own  want  of  suitable  qualifications  to  train 
the  young,  as  they  should  be,  who  were  committed  to  my 
care,  and  believing  that  others  were  perhaps  equally  de 
ficient,  the  inquiries  were  early  suggested  to  my  mind, 
What  can  be  done  to  improve  the  qualifications  of  teach 
ers,  elevate  the  standard  of  common  education,  and 
increase  the  usefulness  of  schools  generally  ?  After  con 
siderable  deliberation  and  correspondence  on  the  subject, 
an  institution  was  devised  and  established  at  Concord, 
"Vt.,  in  the  spring  of  1823,  with  the  leading  design, 
directly,  to  promote  increased  attention  to  the  necessary 
qualifications  of  instructors,  and  indirectly  to  raise  the 
standard  of  common  school  education,  so  far  as  the  influ 
ence  of  that  seminary  might  extend. 

The  interest  awakened  by  these  humble  efforts  of  an 
obscure  individual,  during  five  or  six  years,  and  especially 
the  interest  manifested  in  the  Lectures  on  the  "  Art  of 
Teaching,"  the  proper  management  and  government  of 
schools,  etc.,  suggested  the  publication  of  Lectures  on 
School-Keeping,  for  the  benefit  of  primary  teachers  gen 
erally.  These  Lectures  were  first  published  in  1829,  of 
which  from  fifteen  to  twenty  thousand  copies  were  circu 
lated  within  a  few  years.  In  1830,  the  Trustees  of 
Phillips  Academy  in  Andover,  Mass.,  erected  buildings 
for  a  Teacher's  Seminary  and  Normal  School  in  that 
place,  and  appointed  the  Author,  as  Principal.  In  con 
ducting  the  exercises  of  that  institution,  and  one  of  sim- 


INTRODUCTORY    REMARKS.  11 

ilar  character,  subsequently,  at  Plymouth,  N.  H.,  ample 
opportunity  was  furnished  for  a  more  full  discussion  and 
elucidation  of  the  topics  embraced  in  the  Lectures  on 
School-Keeping,  previously  published.  A  course  of 
Lectures  addressed  to  Female  Teachers  was  prepared  in 
1833,  intended  to  meet  more  appropriately  the  wants  of 
that  numerous  and  important  class.  Many  publications 
by  other  authors  soon  followed,  embodying  the  same 
leading  thoughts,  and,  in  some  instances,  embracing  a 
wider  range  of  topics.  After  an  examination,  however, 
of  all  these,  the  conviction  in  the  mind  of  the  author,  is, 
that  a  volume  embracing  the  leading  thoughts  of  both  the 
former  publications,  afforded  at  a  price  which  is  within 
the  means  of  all,  is  still  a  desideratum,  is  hardly  less 
needed  than  at  any  former  time.  The  following  Lectures 
embrace  a  part  of  those  formerly  published,  and  a  part 
of  those  since  prepared  for  his  pupils,  at  the  seminaries 
conducted  by  the  author,  at  Andover,  Mass.,  Plymouth, 
N.  H.,  and  Craftsbury,  Vt.  Also,  extracts  from  lectures 
delivered  before  the  American  Institute  of  Instruction,  in 
Boston,  and  before  Teachers'  Institutes  in  various  places. 
In  many  instances,  suggestions  are  made,  and  mere  hints 
thrown  out,  where  subjects  would  be  discussed  much 
more  fully,  were  it  not  designed  to  make  the  price  of  the 
volume  so  small,  that  teachers  of  the  most  limited  means 
can  avail  themselves  of  it. 

The  work  is  not  only  designed  to  be  studied  by  the 
members  of  Normal  Schools  and  Academies,  who  are 
candidates  for  the  business  of  teaching,  but  to  be  carried 
into  the  school-house,  as  a  guide  in  the  performance  of 
the  daily  labors  there.  That  the  work  is  perfect,  or  very 
nearly  so,  the  author  does  not  dare  to  hope ;  but  he  does 
believe  that,  if  faithfully  studied,  and  the  spirit  of  the 
suggestions  generally  embraced  and  carried  out,  the 
labors  of  teachers  will  be  made  pleasanter  to  themselves, 
and  result  in  conferring  vastly  increased  benefit  to  the 


12  INTRODUCTORY   REMARKS. 

rising  generation.  Having  devoted  the  best  part  of  his 
life  to  the  cause  of  popular  education,  the  interest  felt  in 
it  by  the  author  is  in  no  measure  diminished  with  his 
increasing  years,  nor  will  it  be,  while  he  is  able  to  employ 
his  tongue  or  pen  to  advance  it 


LECTURES  ON  SCHOOL-KEEPING* 


LECTURE  I. 

YOUNG  LADIES  AND  GENTLEMEN  :  — 

THE  vocation  you  have  chosen  is  both  highly 
honorable  and  important.  To  an  extent  greater 
perhaps  than  any  fully  apprehend,  the  progress 
of  society  and  the  destiny  of  the  nation  are  in 
the  hands  of  primary  teachers.  They  have  the 
moulding  of  the  plastic  material  put  in  their  hands, 
and  all  subsequent  laborers  can  only  modify  their 
work.  Next  to  the  mother,  the  impress  of  the 
primary  teacher  is  indelible.  Were  such  what 
they  should  be,  and  did  they  know  both  what  to 
do,  and  how  to  do  it,  the  power  is  in  their  hands 
of  moulding  society  at  their  will,  and  making  it 
anything  the  benevolent,  philanthropic,  and  Chris 
tian  desire. 

I  fully  embrace  the  sentiment  of  the  late  Dr. 
Channing  of  Boston  :  "  I  know  not  how  society 
can  be  aided  more  than  by  the  formation  of  a 
body  of  well  qualified  and  efficient  educators. 
We  know  not  any  class  which  would  contribute 

J84528 


14  LECTURES    ON    SCHOOL-KEEPING. 

so  much  to  the  stability  of  the  state,  and  to 
domestic  happiness.  Much  as  we  respect  the 
ministry  of  the  gospel,  we  believe  it  must  yield 
in  importance  to  the  work  of  training  the  young. 
In  truth,  the  ministry  now  accomplishes  less,  for 
want  of  that  early  intellectual  and  moral  discipline 
by  which  alone  a  community  can  be  prepared  to 
distinguish  truth  from  falsehood,  to  comprehend 
the  instructions  of  the  pulpit,  to  receive  higher 
and  broader  views  of  duty,  and  to  apply  general 
principles  to  the  diversified  details  of  life.  A 
body  of  cultivated  men,  devoted  with  their  whole 
hearts  to  the  improvement  of  education,  and  to 
the  most  effectual  training  of  the  young,  would 
work  a  fundamental  revolution  in  society.  They 
would  leaven  the  community  with  principles. 
Their  influence  would  penetrate  our  families.  Our 
domestic  discipline  would  no  longer  be  left  to 
accident  and  impulse.  What  parent  has  not  felt 
the  need  of  this  aid  ?  has  not  been  depressed, 
heartsick,  under  the  consciousness  of  ignorance 
in  the  great  work  of  swaying  the  youthful 
mind  ?  " 

Equally  adapted  to  portray  before  you  the 
nature  of  your  vocation,  is  the  language  of  another 
of  the  veterans  in  the  cause  of  education  :*  "  The 
4-word  education,  in  its  full  extent,  comprehends 
every  influence  exerted  upon  a  person,  from  his 
first  moment  to  the  closing  scene  of  life.  Would 
you  see  a  full  exhibition  of  the  power  of  these 
influences,  go  to  yonder  mansion,  and  look  on  the 

*  Rev.  G.  B.  Perrv. 


LECTURES    ON    SCHOOL-KEEPING.  15 

child  of  yesterday.  It  has  life,  and  the  animal 
functions  are  going  on ;  but  knowledge  to  discern, 
or  power  to  administer  to  its  own  wants,  or  even 
ability,  with  much  distinctness,  to  make  them 
known,  it  has  not.  Let  the  tender  care  of  her 
who  gave  it  birth  be  withdrawn  a  few  short  hours, 
and  its  connection  with  this  world  will  come  to  a 
close,  and  its  remembrance  among  men  will  perish. 
Hasten  with  it  to  the  forest,  and  place  it  in  the 
wigwam  of  the  red  man,  and  if  it  survives  (which 
the  hardiest  alone  can  do)  the  severities  which  will 
meet  it  there,  he  will  grow  up  erect  and  active, 
quick  of  sight,  fond  of  the  chase,  and  fonder  still 
of  war.  Put  him  among  the  children  of  Ishmael, 
and  he  will  become  a  wandering  Arab,  with  his 
hand  against  every  man,  while  every  man's  hand 
will  be  against  him.  Let  him  have  his  training 
in  almost  any  part  of  the  eastern  continent,  and 
he  will  be  for  caste,  orders,  and  distinctions  among 
men.  Emperors  and  lords,  and  subjects  and  serfs, 
will  in  his  ear  sound  like  the  ordinances  of  heaven. 
Let  him  dwell  among  us  of  New  England,  and  he 
will  acknowledge  no  distinctions  but  those  of  ac 
quired  worth ;  and  no  superiority  but  that  which 
better  actions  confer.  Put  him  among  the  rich, 
and  he  will  need  equipage  and  attendants.  Put 
him  among  the  poor,  and  those  who  will  pay  his 
hire  may  have  his  services.  Class  him  with  the 
middle  orders  of  society,  and  he  will  be  too  inde 
pendent  to  need  a  servant,  and  too  noble  himself 
to  become  one.  Set  him  afloat  in  the  world,  and 
his  particular  attachment  to  place,  to  friends,  and 


16  LECTURES    ON   SCHOOL-KEEPING. 

even  his  social  feelings,  will  be  lost.  A  sinking 
void  will  be  experienced  in  his  heart ;  he  will  live 
a  wandering,  joyless  life,  and  at  last  go  down  to 
the  earth  without  regret,  and  unregretted.  Let 
him  remain  in  the  excellent  family  where  heaven 
has  given  him  birth,  and  his  bosom  will  soon  begin 
to  heave  with  tenderness,  and  his  heart  to  beat 
high  at  the  pleasing  sound  of  parent,  brother, 
sister,  friend.  He  will  love  his  home  ;  his  mental 
and  moral  powers  will  open,  and  he  will  begin  to 
multiply  the  comforts  of  that  home,  as  well  as  to 
receive  into  his  own  bosom  large  portions  of  the 
varied  happiness  which  there  abounds.  Carry  him 
to  the  city  of  the  Grand  Sultan,  and  he  will  grow 
up  a  worshipper  of  Mohammed,  and  exhibit  all 
the  peculiarities  of  one  of  his  most  devoted  sons. 
Let  him  live  where  the  gospel  sheds  its  benign 
and  enlightening  rays,  and  he  will  embrace  the 
doctrines  and  rejoice  in  the  precepts  of  Jesus. 

"  Such  is  the  controlling  influence  which  external 
circumstances  must  and  will  have  upon  all  other 
children.  And  these  external  circumstances  are 
nothing  more  or  less  than  the  concentrated  influ 
ence,  the  whole  education,  through  which  a  person 
passes,  and  by  which  he  will  be  benefited  or  in 
jured,  in  proportion  to  the  healthful  or  baneful 
nature  of  the  sum  of  this  influence.  Of  what  un 
speakable  importance,  then,  must  it  be  to  this  heir 
of  life  and  immortality,  that  this  influence  should 
be  enlightening,  elevating,  and  moral ;  that  he  be 
under  the  influence  of  virtuous  associates,  ju 
dicious  parents,  and  truly  intelligent,  virtuous,  and 
patriotic  teachers. 


LECTURES    ON   SCHOOL-KEEPING.  17 

"  The  rising  generation,  like  clay  in  the  hand  of 
the  potter,  are  readily  moulded  into  almost  any 
shape,  and  will  certainly  take  the  form,  adopt  the 
principles,  and  fall  into  the  habits  which  the  all- 
fashioning  power  of  education  —  comprehending 
under  that  term  whatever  in  the  world  around 
operates  on  the  mind  or  heart  —  shall  give  them. 
Of  the  direct  and  overwhelming  interest  which  all 
have  in  this  subject,  it  is  not  easy  to  imagine, 
much  less  to  speak.  The  whole  future  condition 
of  the  rising  generations,  in  all  their  mental,  social, 
and  moral  interests,  their  present  and  future  joys 
and  sorrows,  is  involved  in  it.  Even  those  of  us 
who  are  now  on  the  stage,  are  scarcely  less  inter 
ested  in  it ;  for  in  a  few  years  more,  if  alive,  we 
must  be  thrown  upon  them  for  every  enlightened 
and  kind  attention  which  the  debilities  of  growing 
age  will  make  necessary  and  comforting  to  us. 
Nor  will  it  stop  with  us.  It  reaches  forward  to  gen 
erations  still  to  come,  whose  mental  acquirements, 
whose  social  feelings,  whose  moral  principles,  whose 
religious  institutions,  literary  advantages,  and  civil 
rights,  to  a  very  important  extent,  must  be  handed 
down  by  those  who  came  before  them. 

"  On  a  subject  whose  influence  is  so  deep,  wide, 
and  stirring,  it  is  not  possible  we  should  feel  too 
absorbing  an  interest,  or  direct  our  thoughts  and 
inquiries  too  frequently  to  it.  And  I  cannot  help 
considering  it  among  the  most  encouraging  circum 
stances  of  the  present  day,  that  there  has  been  called 
up  so  general  and  operative  attention  to  this  subject. 

"  Among  the  causes  which  operate  with  such 


18  LECTURES    ON    SCHOOL-KEEPING. 

fearful  power  upon  human  character  and  human 
conduct,  school-education  holds  a  highly  interesting 
and  important  place.  The  period  of  life  in  which 
childien  are  at  school,  the  time  they  pass  there, 
the  employments  which  occupy  their  attention, 
the  associations  into  which  they  are  brought,  the 
sentiments  which  are  inculcated,  and  the  control 
exercised  over  them,  with  many  other  circum 
stances,  more  or  less  obvious,  all  concur  to  give 
the  school-education  a  most  important  bearing  upon 
their  future  lives  and  prospects." 

The  educator  and  instructor  of  children,  is,  in 
the  language  of  the  law,  in  loco  parentis,  in  the 
place  of  the  parent ;  and  if  so,  as  many  are  in 
trusted  to  his  care,  he  assumes  the  responsibility 
of  many  parents  in  one. 

It  has  been  well  said,  "  every  family  is  a  little 
republic  ;"  and  it  may  with  the  same  propriety 
be  added,  every  school  is  a  little  kingdom,  and 
from  these  is  made  up  the  great  state,  or  nation. 
These  schools,  established  in  this  land  by  Puritan 
wisdom,  are  the  glory  of  our  land,  from  which 
every  male  member,  as  he  comes  up  to  maturity, 
steps  into  the  great  copartnership  of  the  nation, 
and  becomes  part  of  the  government  thereof. 

You  are  to  become  the  cultivators  of  a  soil,*  on 

*  "  A  child,  like  a  plant,  grows  up  and  expands  and  blos 
soms,  and  bears  fruit,  according  as  it  shall  be  guided,  nourished, 
pruned,  and  guarded  by  those  to  whose  care  it  is  submitted. 
Its  little  eye  is  ever  open  to  behold,  and  its  ear  quick  to  hear, 
and  its  heart  ready  to  receive  impressions,  which  every  act 
and  word  of  those  who  are  around  cannot  fail  to  make  in  all 
that  they  perform  or  say  in  its  observing  presence.  I  venture 
to  assert  that  there  is  not  one  in  this  assembly,  who,  if  he  will 


LECTURES    ON   SCHOOL-KEEPING.  19 

which,  as  yet,  has  been  sown  little  seed  ;  and 
which,  if  preoccupied  before  the  fowls  of  heaven 
have  scattered  that  which  is  noxious,  we  may  hope 
will  yield  desirable  fruits.  You  are  to  watch,  and 
water,  and  nourish  plants,  which  are  not  to  remain 
always  in  the  nursery ;  they  must  soon  be  removed 
to  other  fields,  where  their  growth  and  expansion 
will  very  nearly  correspond  to  the  early  culture 
they  have  received. 

You  will  therefore  indulge  me  in  directing  your 
attention  to  the  high  importance  of  the  labors  you 
are  to  perform,  and  to  the  results  which  must 
unavoidably  follow. 

They  are  young,  it  is  true ;  but  each  revolving 
sun  adds  to  their  age.  They  are  ignorant,  per 
haps,  but  they  have  noble  powers  and  capacities 
for  development.  They  see  every  object  around 
them ;  and  they  notice  whatever  is  uttered  in  their 
hearing.  They  are  young ,  but  so  was  Alexander, 
once  ;  so  were  Bonaparte  and  Washington.  The 
"mad  boy,"  whom  the  monarch  of  Persia  sent  his 
satraps  u  to  seize,  and  bind,  and  scourge,"  was, 
twenty  years  before,  in  his  cradle,  or  on  his 
mother's  knee.  The  conqueror  of  Italy  had  hardly 

reflect  but  a  little  upon  his  past  existence,  cannot  recur  to  habits 
which  may  have  cost  him  many  a  tear,  and  which  originated  in 
some  casual  circumstance  of  childhood.  Some  thoughtless  act, 
sanctioned  by  the  praise  and  example  of  a  parent,  guardian,  or 
instructor,  may  lay  the  foundation  of  future  happiness  or  misery 
in  the  mind  of  the  child  who  is  beholding  him ;  and  when  that 
parent,  or  guardian,  or  instructor  shall  have  ceased  to  exist, 
there  may  be  immortal  minds  still  on  the  earth,  for  whose  actions 
he  shall  be  at  least  partly  accountable,  because  they  proceed 
from  principles  which  were  instilled  bv  his  example,  and  perhaps 
nourished  by  bis  care." — Rer.  Dr.  Bl'xjden. 


20  LECTURES    ON    SCHOOL-KEEPING. 

numbered  the  years  of  manhood,  when  the  trump 
of  fame  announced  him  u  the  hero  of  the  age," 
and  crowned  heads  trembled  before  him.  A  very 
few  years  were  sufficient  to  mature  their  gigantic 
minds. 

The  group  of  children  before  you  are  both  young 
and  ignorant.  And  who  of  all  the  busy  multitude 
around  you  were  not  equally  so,  a  little  time  since  ? 
The  Hottentot  and  the  savage  may,  in  manhood 
and  in  age,  continue  children  in  knowledge  ;  but  for 
those  who  have  commenced  their  existence  in  a 
republic  renowned  for  knowledge  and  patriotism, 
there  ought  to  be,  there  will  be,  another  destiny. 
These  children  must  acquire  knowledge,  either 
proper  or  improper,  beneficial  or  injurious.  They 
will  form  characters,  good  or  bad.  Instead,  there 
fore,  of  presenting  a  reason  why  your  attention  to 
the  children  before  you  is  unimportant,  their  age 
presents  one  of  the  strongest  reasons  why  you 
should  feel  the  deepest  interest  in  them,  and  be 
stow  on  them  your  most  assiduous  attention. 

The  effect  of  habits  formed  in  childhood  will  be 
as  lasting  as  life.  If  these  habits  are  such  as  it 
is  desirable  they  should  be,  numerous  evils  will  be 
averted,  and  important  good  secured ;  but  if  a 
wrong  bias  is  given  in  infancy,  or  childhood,  ob 
liquity  must  be  expected  in  every  subsequent 
period.  Experience  demonstratively  proves,  that 
"  a  child  left  to  himself  bringeth  his  mother  to 
shame."  Children  are  often  more  ready  to  form 
wrong  habits  than  right  ones.  The  experience  of 
this  led  the  Psalmist  to  say,  that  they  "  go  astray 
as  soon  as  they  are  born." 


LECTURES    ON    SCHOOL-KEEPING.  21 

Will  you  tell  me,  these  are  things  which  belong 
to  parents,  and  have  no  claims  on  you  ?  That  you 
are  to  teach  them  the  first  principles  of  science, 
but  have  no  farther  duty  to  perform  ?  Before 
suffering  yourselves  to  rest  on  this  ground,  let  me 
ask  you  to  reflect  seriously  on  several  things. 

First,  what  is  the  character  and  situation  of  many 
parents  ?  They  ought  certainly  to  be  most  tenderly 
alive  to  the  best  interests  of  their  offspring.  They 
ought  to  be  well  acquainted  with  the  dangers  to 
which  children  are  exposed,  and  the  best  means 
of  averting  them.  It  ought  to  be  their  daily  and 
hourly  care,  to  "  train  "  the  beloved  beings  of 
whose  existence  they  have  been  instrumental  in 
"  the  way  they  should  go." 

But  what  are  the  facts  ?  Is  it  true  that  even 
a  majority  of  parents,  especially  of  those  whose  chil 
dren  attend  the  free  schools  of  the  State,  appreciate 
parental  responsibility?  Many  parents  seem  to 
have  no  thought  beyond  the  necessary  provision 
for  the  temporal  wants  of  their  children.  Many 
send  their  children  "  to  school  to  learn  manners  " 
and  morals,  as  well  as  letters,  which  they  never 
attempt  to  teach  them  at  home.  Others  furnish 
their  offspring  with  constant  examples  of  every 
thing  that  is  unlovely  and  revolting.  Look  at 
that  mother,  surrounded  by  her  numerous  offspring. 
Her  husband  is  perhaps  intemperate,  or  engaged 
in  labors  which  require  his  constant  absence  from 
home.  She  must  therefore  control  them  when  in 
health,  and  attend  to  their  incessant  calls ;  must 
administer  to  them  in  sickness,  and,  in  fine,  per- 


22  LECTURES    ON   SCHOOL-KEEPING. 

form  all  that  is  done  for  them.  Is  it  not  nearly 
impossible  for  her  to  govern,  train,  and  instruct 
them  in  the  best  way  ?  But  if  it  were  possible, 
what  does  she  know  or  realize  of  the  nature  and 
importance  of  her  duty  ?  She  was  perhaps  a  ser 
vant  before  marriage,  or  belonged  to  a  family 
situated  like  her  own ;  or,  perhaps,  was  deprived 
of  all  opportunity  for  instruction  on  the  nature  of 
parental  duties,  before  she  became  a  parent.  And 
could  she  be  expected  to  make  those  advances  in 
knowledge  afterwards,  which  are  necessary  for  the 
station  she  occupies  ? 

I  have  presented  a  case  strongly  marked.  But 
there  are  many  such  instances,  and  some  in  almost 
every  district.  Many  mothers  are  dependent  on 
their  daily  labor  for  sustenance.  Others  are 
found,  whose  thirst  for  gain  is  so  great,  that  their 
children  are  secondary  objects  of  solicitude. 

These  children  will  soon  arrive  at  manhood, 
and  become  active  in  the  community.  They,  if 
sons,  will  be  freemen,  and  must  exert  an  influence 
on  others.  Many  of  them,  in  turn,  will  become 
parents.  All  of  them  have  commenced  an  exist 
ence  never  to  terminate.  And  let  me  beg  of  you 
to  remember,  that  all  the  salutary  influence  which 
will  be  exerted  upon  many  of  them,  will  be  limited 
to  that  which  they  will  feel  in  the  district  school. 
Let  them  grow  up  unrestrained  in  their  passions, 
unintelligent  and  immoral,  and  their  influence 
must  be  destructive  to  the  peace,  morals,  and  hap 
piness  of  societv,  as  well  as  their  own. 

Another  consideration  which  adds  interest  to 


LECTURES    ON    SCHOOL-KEEPING.  23 

A** 

the  office  sustained  by  you  is  the  unbounded  influ 
ence  which  you  can  exert  over  your  pupils.  The 
kind  and  affectionate  teacher  is,  in  the  estimation 
of  the  child,  the  standard  of  truth  and  excellence. 
What  the  teacher  approves  must  be  right,  and 
everything  disapproved  must  be  wrong.  Here. 
then,  a  power  is  put  into  your  hands,  which  ren 
ders  your  office  one  of  peculiar  interest  and  im 
portance.  You  are  responsible  for  the  use  you 
make  of  it.  If  you  cultivate  a  habit  of  discrim 
ination,  the  same  habit  may  be  easily  formed  in 
those  who  are  under  your  instruction  ;  and  on  this 
habit  in  them  will  depend  the  justness  of  their 
conclusions  on  many  subjects  connected  with  their 
present  and  future  welfare. 

The  child  who  reasons  correctly  on  one  subject, 
will  be  led  more  easily  to  reason  correctly  on 
others.  Teach  him  to  entertain  just  views  of  his 
duty  to  his  instructors,  and  you  will  easily  lead  his 
mind  to  perceive  the  nature  of  the  duties  he  owes 
to  his  parents.  Lead  him  to  reason  right  with 
regard  to  the  treatment  of  his  school-fellows,  and 
he  will  at  once  be  prepared  to  perceive  the  higher 
claims  his  brothers  and  sisters  have  upon  him. 
The  teachers  who  lead  their  pupils  to  cultivate 
kind  and  affectionate  feelings  towards  each  other, 
not  only  send  a  happy  influence  into  every  family 
from  which  the  school  is  collected,  but  also  trans 
mit  this  influence  to  future  generations.  Young 
children  are  capable  of  appreciating  things  where 
their  happiness  is  affected  ;  and  this  impression  is 
not  easily  destroyed  when  they  advance  to  maturer 
age. 


24  LECTURES    ON    SCHOOL-KEEPING. 

The  confidence  which  your  juvenile  charge  re 
pose  in  you,  puts  their  destiny,  in  an  important 
degree,  into  your  hands ;  and  must  tend,  I  think, 
to  excite  in  your  bosoms  feelings  of  deep  interest 
towards  them.  So  far  as  you  desire  to  promote 
happiness  and  prevent  misery,  to  remove  igno 
rance  and  disseminate  knowledge,  to  purify  soci 
ety  and  elevate  human  character,  so  far  you 
must  be  interested  in  your  employment,  and  in 
those  waiting  to  drink  in  instruction  from  your 
lips.  It  is  easy  to  bend  the  pliant  twig.  So 
the  earliest  impression  made  on  the  mind  and 
heart  of  childhood  usually  remains  the  longest, 
and  shapes  the  character  of  manhood.  The  age 
of  your  pupils,  therefore,  presents  one  of  the 
strongest  inducements  to  great  faithfulness  in  cul 
tivating  everything  lovely,  and  checking  the 
growth  of  everything  noxious  and  unlovely,  in 
character.  Let  me  repeat  it  again ;  the  age  of 
the  group  of  children  before  you,  presents  a  high 
claim  to  your  most  faithful  and  untiring  efforts  to 
do  them  good. 

It  is  your  work  to  take  these  children  as  you 
find  them,  and  to  train  them  with  reference  to 
their  duties  as  citizens  of  a  free  country,  as  mem 
bers  of  society,  and  as  moral  agents,  under  the 
government  of  the  great  Creator. 


LECTURES    ON   SCHOOL-KEEPING.  25 


LECTUEE  II. 

YOUNG  LADIES  AND  GENTLEMEN  :  — 

HAVING  made  several  suggestions  in  the  preced 
ing  Lecture,  with  regard  to  the  nature  of  the  em 
ployment  you  have  chosen,  it  may  be  proper  here 
to  advert  to  several  evils  you  will  experience, 
mid  difficulties  you  will  encounter,  in  securing  the 
highest  beneficial  results  from  your  efforts. 

While  there  are  some  honorable  exceptions,  it 
is  still  obvious  to  every  discriminating  observer, 
that,  from  primary  or  district  schools  generally, 
there  is  not  that  degree  of  benefit  there  ought  to 
be.  The  members  of  these  schools  are  not  gen 
erally  as  well  educated  as  the  safety  and  happi 
ness  of  themselves  or  the  interests  of  society 
demand. 

While  I  am  not  prepared  to  indorse  the  declar 
ation  made  by  a  foreign  committee  of  examination, 
that  the  "  school  system  of  the  United  States  is 
an  utter  failure,"  and  that  "  not  one  scholar  leaves 
these  schools  qualified  for  the  duties  of  a  citizen 
and  a  man,"  I  am  constrained  to  believe  that 
common  schools  do  fall  vastly  short  of  that  degree 
of  usefulness  which  is  desirable,  is  attainable,  and 
which  ought  to  be  expected.  Various  things  tend 
to  this  result,  to  which  your  attention  should  be 
directed,  as  a  means  of  removing  difficulties  or 
surmounting  obstacles. 
3 


26  LECTURES    OX    SCHOOL-KEEPING. 

In  the  various  fields  you  will  be  called  upon  to 
cultivate,  you  will  no  doubt  detect,  and  be  forced 
to  mourn  over,  apathy  and  indifference,  with  regard 
to  primary  schools.  There  is  generally,  perhaps, 
no  want  of  conviction  that  education  is  important. 
Very  few  are  found,  even  among  the  ignorant, 
who  are  slow  to  acknowledge  that  learning  is  nec 
essary  to  usefulness  and  enjoyment.  Among  the 
well  educated,  no  remark  is  more  frequently 
heard,  than  that  a  good  education  is  necessary  for 
every  citizen  in  a  land  of  civil  and  religious  free 
dom.  But  it  is  equally  obvious  to  me,  that, 
while  the  importance  of  education  is  generally 
1  acknowledged,  the  immense  value  of  common 
'schools  is  not  realized.  When  it  is  recollected 
that  from  these  minor  fountains  of  knowledge,  and 
from  these  only,  the  great  mass  of  the  community 
receive  all  their  instruction,  the  marked  indiffer 
ence  to  their  character  and  usefulness  which  so 
often  appears  is  truly  astonishing. 

This  indifference  has  as  many  phases  as  the 
chameleon  has  colors.  In  one  district,  it  is  devel 
oped  by  the  meagre  attendance  at  the  school- 
meeting  ;  where  three,  five,  or  ten  only,  out  of 
twenty,  thirty,  or  fifty  voters,  are  all  who  are 
habitually  present.  In  another,  by  the  appointment 
of  a  committee,  to  act  for  the  district  in  procuring 
a  teacher  and  superintending  the  interests  of  the 
school,  totally  unfit  for  the  office,  having  neither 
the  knowledge  necessary  to  judge  of  the  qualifi 
cations  of  a  teacher,  nor  to  estimate  the  qualities 
of  a  good  school.  In  some  neighborhoods,  indif- 


LECTURES    ON    SCHOOL-KEEPING.  27 

ference  is  exhibited  by  suffering  an  old  and  dilapi 
dated  school-house  to  stand  year  after  year,  —  cold, 
dark,  untidy,  and  uncomfortable,  —  in  which,  were 
parents  obliged  to  sit,  for  a  day  or  a  week,  they 
would  regard  it  as  an  intolerable  burden ;  at  least, 
many  seldom  dare  to  make  trial  of  it  for  an  hour.* 
It  is  a  matter  for  rejoicing  that  this  indifference  is 
declining,  and  has  diminished  essentially  within  a 
few  years.  But  it  has  not  diminished  to  that  de 
gree  which  would  justify  me  in  omitting  to  mention 
it  as  a  great  obstruction  to  the  usefulness  of  schools. 
A  want  of  parental  supervision  and  watchfulness 
is  another  of  the  evils  you  will  meet,  if  not  every 
where,  at  least  too  generally.  Parents  seem  to 
repose  a  degree  of  confidence  in  the  instructors 
employed,  which  they  repose  in  no  other  class  of 
laborers.  What  farmer  would  employ  a  young 
man  of  twenty  years  of  age  to  take  care  of  his 
cattle  at  the  barn,  and  neglect  to  visit  his  barn  for 
:;  the  season  ?  What  merchant  would  employ  a  clerk, 
j  and  fail,  for  three  months,  to  make  any  examina 
tion  of  the  state  of  the  books  kept  by  him,  or  of 
the  business  he  transacted  ?  What  housewife 
would  intrust  the  care  of  her  dairy  to  "  hired 
help,"  and  neglect  for  three  months  to  enter  her 
dairy-room  and  examine  the  state  of  it  ? 

*  An  exact  description  of  some  of  the  school-houses  the  author 
has  examined  within  a  few  years,  would,  if  given,  be  scarcely 
credited  by  a  portion  of  the  community.  It  would  really  seem 
1  as  if  they  were  contrivances  for  papal  torture,  and  intended  for 
making  pupils  "  perfect  through  suffering."  Such  are  even  now 
sometimes  found  in  thriving  villages,  by  the  side  of  the  elegant 
church,  the  comfortable  academy,  and  the  tidy  and  commodious 
d  welling-house. 


28  LECTURES    ON   SCHOOL-KEEPING. 

Facts  like  the  following  are  of  too  frequent  oc 
currence.  Mr. ,  of county,  owns  two 

hundred  sheep,  which  are  usually  kept  on  a  farm 
four  miles  from  his  house.  He  employs  a  very 
faithful  man  in  the  neighborhood  to  feed  them 
during  the  winter,  but  goes  regularly  twice  a  weeJc^ 
to  look  at  them,  and  examine  the  "  state  of  his 
flock."  In  a  school-house,  half  a  mile  from  his 
dwelling,  he  has  six  children,  who  have  been 
placed  under  the  care  of  three  or  four  different 
teachers ;  and  yet  for  several  years  he  has  not 
once  visited  that  school,  to  examine  the  state  of 
"  this  other  flock." 

From  statistics  collected  with  care,  it  has  been 
ascertained  that  less  than  a  twentieth  part  of  the 
parents  in  a  county,  have  visited  the  schools 
attended  by  their  children,  once  a  year.  This 
want  of  parental  supervision  is  not  confined  to 
one  county  or  State,  but  is  almost  universal. 

Among  the  many  other  obstacles  to  success  in 
your  labors,  the  irregularity  of  attendance  on  the 
part  of  scholars  is  not  the  least.  From  the  sta 
tistics  collected  in  many  parts  of  the  country, 
during  several  years,  it  is  shown  that  about  one- 
third  part  of  the  scholars  of  suitable  age,  lose 
the  benefit  of  public  schools  almost  entirely.  In 
many  districts,  lateness  of  attendance  is  a  very 
serious  evil.  Multiplicity  of  books, —  multiplicity 
of  branches  of  study,  the  defective  character  of 
many  of  the  text-books  used, —  and  in  some  in 
stances  a  great  deficiency  of  books,  will  be  found 
evils  of  no  ordinary  magnitude. 


LECTURES    ON    SCHOOL-KEEPING.  29 

The  negligence  of  parents  to  furnish  apparatus 
for  the  purposes  of  illustration  of  the  studies  pur 
sued  in  common  schools,  is  an  evil ,  very  general. 
Most  of  our  school-houses  are  as  naked  as  the 
walls  of  a  prison ;  neither  maps,  globes,  nor  other 
articles  being  furnished  ;  and  in  many,  not  even 
a  blackboard  sufficiently  large  to  be  of  any  real 
value.  Neither  books  for  general  reference,  nor 
libraries  are  provided,  except  in  one  or  two  States, 
for  the  benefit  of  district  schools.  An  appropria 
tion  of  a  few  dollars  annually,  in  every  district, 
for  these  objects,  would  be  far  more  valuable  to 
schools,  even  if  this  were  taken  from  the  amount 
raised  for  the  payment  of  instructors,  than  if  ap 
propriated  in  any  other  way. 

To  some  evils  of  another  character,  also,  I 
wish  to  advert.  There  are  few  school-districts 
where  there  is  not,  from  some  cause  or  other,  a 
disagreement  among  parents,  that  eventually 
grows  into  a  "  party  thing."  This  has  originated, 
often,  from  causes  at  first  very  trifling,  and  has 
been  in  some  instances  continued  from  father  to 
son.  Sometimes  difference  of  religious  opinions 
has  caused  it.  Sometimes  parties  have  arisen 
from  different  political  views.  At  other  times, 
merely  the  location  of  the  school-house,  or  of  the 
families  that  compose  the  district,  has  originated 
difficulties  and  divisions  that  have  been  kept  up 
for  many  years.  One  part  of  the  district  is  more 
wealthy  than  another,  or  more  enlightened  ;  or  a 
part  of  the  families  may  be  connected  with  each 
other  by  consanguinity,  and  combine  to  form  a 
8* 


30  LECTURES    ON   SCHOOL-KEEPING. 

party,  and  in  this  way  strife  is  engendered.  There 
is  sometimes  a  party  that  wishes  great  severity  in 

school,  and  another  that  wishes  laxness  of  govern- 

• 

ment.  One  party  is  in  favor  of  having  an  in 
structor  from  college,  and  another  wishes  one  who 
has  never  been  in  sight  of  it ;  one  party  wishes  to 
give  high  wages,  and  another  cares  only  for  an 
instructor  who  will  keep  "  cheap."  A  thousand 
trifling  causes  give  rise  to  these  ever-varying  di 
visions,  and,  go  where  you  will,  you  may  be  told 
of  the  "  Congregational  party/'  the  "  Baptist 
party,"  the  "  Presbyterian,"  or  "  Methodist,"  or 
"  Universalist,"  or  some  other  party,  formed  by 
disagreement  in  religious  opinions.  You  will  be 
told  of  the  "  Democratic  party,"  the  "  Federal 
party,"  the  "  Administration  party,"  or  some 
other,  growing  out  of  political  disagreement.  You 
will  be  told  of  the  "hill  party,"  the  " meadow 
party,"  the  "  river  party,"  the  "  school-house 
party,"  etc.,  etc.  Now  the  influence  of  all  these 
party  divisions  and  feelings,  is  to  diminish  the 
usefulness  of  the  school.  Happy  would  it  be  if 
these  things  were  confined  to  parents  ;  but  chil 
dren  imbibe  the  same  feelings,  which  are  carried 
to  the  school  and  cause  dissension  there. 

Another  source  of  injury  to  common  schools,  is 
the  disposition  of  the  more  wealthy  to  place  their 
children  at  some  academy  or  high  school.  Many 
are  able  to  bear  the  expense  of  sending  their 
children  to  some  seminary  of  higher  order,  and 
hence  feel  but  little  interest  in  the  common 
school.  Its  character  is  a  subject  of  little  inter- 


LBCTUKES    ON    SCHOOL-KEEPING.  81 

est  to  them.  A  few  unsuccessful  efforts  to  have 
the  school  what  they  wish  end  in  discouragement, 
arid  they  often  say,  u  Well,  if  we  can't  have  a 
good  school  at  home,  we  can  send  to  the  acade 
my."  Such  institutions  are  now  so  common,  that 
there  is  little  difficulty  in  doing  it.  It  is  certainly 
a  subject  of  great  importance  to  the  success  of 
elementary  institutions,  that  the  wealthy  and  in 
telligent  should  strive  to  increase  their  usefulness 
and  elevate  their  character.  By  withdrawing  their 
influence  and  assistance,  the  work  is  left  to  those 
who  have  riot  the  means  and  character  to  afford 
the  requisite  support. 

I  wish  here  to  allude  to  another  cause,  which 
has  an  influence  in  preventing  the  usefulness  of 
primary  schools.  It  is  an  evil  of  a  negative  char 
acter.  There  is  a  want  of  Christian  effort  to 
raise  the  standard  of  moral  influence  in  schools. 
The  impulse  of  Christian  enterprise,  at  the  pres 
ent  day,  has  led  to  associations  for  benevolent 
effort  on  almost  every  subject  except  this.  We 
hear  it  mentioned  as  a  cause  for  lamentation  and 
regret,  by  Christians  and  clergymen  of  every  de 
nomination,  that  common  schools  are  so  often 
seminaries  of  vice.  It  is  a  remark  which  has 
often  fallen  on  my  ear,  that  "  our  children  learn 
more  evil  than  good  ;  increase  in  vice  faster  than 
they  gain  in  knowledge."  Indeed,  so  general  is 
this  feeling  in  many  places,  that  Christian  parents 
are  accustomed  to  say,  when  any  new  vicious 
habit  is  discovered  in  a  child,  "  He  learned  it  at 
school."  Is  it  not  surprising,  that,  with  these 


3i2  LECTURES    ON   SCHOOL-KEEPING. 

facts  so  prominent,  no  combined  effort  among  pro 
fessed  Christians  has  been  exerted  on  this  subject? 
Is  it  one  on  which  effort  would  be  hopeless  ?  Is 
there  no  ground  to  believe,  that  exertion  on  the 
part  of  Christians,  would  be  successful  in  elevat 
ing  the  moral  character  of  our  schools  ?  I  know 
that  individuals  have  acted  right.  Individual 
districts  have  used  their  best  efforts  to  obtain 
moral  instructors.  But  this  is  by  no  means  suffi 
cient.  "  Union  is  strength"  United  and  perse 
vering  effort  is  needed  on  this,  as  well  as  on  other 
subjects  with  which  the  happiness  of  society  is  so 
intimately  connected ;  and  deserves  attention,  if 
the  literary  improvement  of  the  young  is  alone 
regarded.  The  most  orderly,  the  most  moral 
school,  will  make  the  best  progress  in  study. 
Moral  motives  are  the  best  inducements  to  a  faith 
ful  improvement  of  time.  It  may  always  be 
expected  by  committees  of  visitation,  to  find  the 
most  subordination,  the  best  progress  in  learning, 
and  the  most  correct  deportment,  where  the 
greatest  interest  has  been  awakened  in  regard  to 
the  moral  character  of  the  school.  I  will  not  un 
dertake  to  say,  that  every  effort  of  combined 
Christian  influence  would  be  productive  of  the 
effect  desired.  But  it  does  seem  to  me  just,  to 
attribute  a  portion  of  the  defect  in  the  useful 
ness  of  schools  to  a  want  of  such  effort  and  influ 
ence. 

The  things  already  mentioned  are  all  hinder- 
ances  to  the  usefulness  of  schools,  and  some  of 
them  are  evils  of  great  magnitude.  Resulting  as 


LECTURES    ON    SCHOOL-KEEPING.  33 

they  do,  from  a  great  variety  of  causes,  some  of 
them  may  be  expected  in  nearly  every  district. 
And  instructors  should  regard  themselves  very 
fortunate  who  do  not  encounter  more  than  one. 
But  I  should  do  injustice  to  my  strong  convic 
tions,  should  I  neglect  to  call  your  attention  to 
another,  which  I  must  regard  not  only  greater 
than  any  one,  but  greater  than  all,  to  which  I 
have  called  your  attention.  It  is  one,  too,  in 
which  you  are  more  deeply  implicated  than  in  all 
others. 

The  great  reason  why  schools  do  not  result  in 
unspeakably  greater  good  to  the  rising  gener 
ation,  is  the  INADEQUATE  QUALIFICATIONS  OP 
TEACHERS. 

While  this  is  true,  I  do  not  wish  to  imply  that 
the  blame  is  solely  or  chiefly  chargeable  on  the 
members  of  your  profession.  When,  in  succeed 
ing  Lectures,  I  state  what  are  the  essential  quali 
fications  of  a  good  teacher,  I  think  you  will  fully 
accord  with  me,  in  regarding  the  inadequate 
qualifications  of  instructors  as  involving  others  in 
blame  quite  as  much  or  more  than  yourselves.  In 
order  to  secure  adequate  qualifications  to  the 
members  of  our  profession,  means  must  be  pro 
vided  greatly  in  advance  of  those  which  have 
been  furnished  in  our  country,  or  any  other  except 
Prussia.  True,  and  I  greatly  rejoice  in  it,  "a  juster 
estimate  of  the  teacher's  profession  begins  to  pre 
vail,"  and  some  feeble  efforts  have  been  put  forth 
to  provide  for  their  training. 

Normal  schools  have  been  commenced  in  a  few 


34  LECTURES    OX   SCHOOL-KEEPING. 

places  within  the  last  quarter  of  a  century ;  and 
Institutes  of  a  few  days'  or  a  few  weeks'  con 
tinuance,  are  provided  for  by  the  legislatures  of 
several  States,  or  individual  benevolence ;  and  a 
few  books  have  been  written  with  special  reference 
:to  the  wants  of  this  class  of  laborers.  But  even 
now,  in  this  age  of  enterprise  and  improvement, 
,'in  the  latter  half  of  the  nineteenth  century,  there 
is  not,  on  the  western  continent,  one  seminary 
established  and  endowed  for  the  purpose  of  edu 
cating  teachers,  where  they  can  enjoy  facilities 
for  this  purpose  equal  to  those  provided  for  stu 
dents  in  law,  medicine,  or  theology.  It  is  by  no 
means  strange,  that,  when  the  facilities  for  the 
appropriate  training  of  teachers  are  so  imperfect, 
they  do  not,  as  a  class,  possess  higher  qualifica 
tions.  Indeed,  it  is  rather  matter  for  wonder,  that 
so  many  have  attained  eminence  in  the  profession, 
and  that  we  can  refer  to  such  names,  among  our 
females,  as  Read,  Grant,  Lyon,  Hasseltine,  and 
Beecher;  and  among  the  other  sex,  to  those 
equally  honored  as  the  benefactors  of  their  race. 
But  the  remark  of  Channing,  made  twenty  years 
ago,  with  regard  to  those  placed  at  the  head  of 
primary  schools,  is,  if  not  universally  still  too  gen 
erally  true  :  "It  seems  generally  to  be  thought 
that  any  body  may  become  a  teacher.  The  most 
moderate  ability  is  thought  to  be  competent  to  the 
most  important  profession  in  society.  They  who 
squander  thousands  on  dress,  furniture,  and  amuse 
ments,  think  it  hard  to  pay  comparatively  small 
sums  to  the  instructor ;  and  through  this  ruinous 


LECTURES   ON    SCHOOL-KEEPING.  60 

economy,  and  this  ignorance  of  the  teacher's  voca 
tion,  they  rob  their  children  of  the  aid  for  which 
the  treasures  of  worlds  can  afford  no  adequate 
compensation."  "  There  is  no  office,"  he  adds, 
"  higher  than  that  of  a  teacher  of  youth ;  for  there 
is  nothing  on  earth  so  precious  as  the  mind,  soul, 
and  character  of  the  child.  No  office  should  be 
regarded  with  greater  respect.  The  first  minds 
in  the  community  should  be  encouraged  to  assume 
it.  Parents,  should  do  all  but  impoverish  them 
selves,  to  induce  such  to  become  the  guardians  and 
guides  of  their  children.  To  this  good,  all  their 
show  and  luxury  should  be  sacrificed.  Here  they 
should  be  lavish,  while  they  straighten  themselves 
in  everything  else.  They  should  wear  the  cheap 
est  clothes,  and  live  on  the  plainest  food,  if  they 
can  in  no  other  way  secure  to  their  families  the 
best  instruction.  They  should  have  no  anxiety  to 
accumulate  property  for  their  children,  provided 
they  can  place  them  under  influences  which  will 
awaken  their  faculties,  inspire  them  with  high  and 
pure  principles,  and  fit  them  to  bear  a  manly,  use 
ful,  and  honorable  part  in  the  world.  No  language 
can  express  the  cruelty  or  folly  of  that  economy 
which,  to  leave  a  fortune  to  a  child,  starves  his 
intellect  and  impoverishes  his  heart.  There  should 
be  no  economy  in  education.  Money  should  never 
be  weighed  against  the  soul  of  a  child.  It  should 
be  poured  out  like  water  for  the  child's  moral  and 
intellectual  life. 

"  Parents   should  seek  an  educator  for  their 
children  who  will  become  to  them  an  hearty  and 


36  LECTURES    ON   SCHOOL-KEEPING. 

efficient  friend,  counsellor,  coadjutor  in  their  work. 
If  their  circumstances  will  allow  it,  they  should  so 
limit  the  school,  that  the  instructor  may  know  inti 
mately  each  child,  may  become  the  friend  of  each, 
and  may  converse  with  th,em  frequently  in  regard 
to  each.  He  should  be  worthy  of  their  confidence, 
should  find  their  doors  always  open,  should  be 
among  their  most  welcome  guests,  and  should 
study  with  them  the  discipline  which  the  peculiari 
ties  of  each  pupil  may  require.  He  should  give 
the  parents  warning  of  the  least  obliquity  of  mind 
which  he  discovers  at  school,  should  receive  in  re 
turn  their  suggestions  as  to  the  injudiciousness  of 
his  own  method  in  regard  to  one  and  another  child, 
and  should  concert  with  them  the  means  of  arrest 
ing  every  evil  at  its  first  manifestation.  Such  is 
the  teacher  we  need,  and  his  value  cannot  be  paid 
in  gold.  A  man  of  distinguished  ability  and  vir 
tue,  whose  mind  should  be  concentrated  in  the 
work  of  training  as  many  children  as  he  can 
thoroughly  understand  and  guide,  would  shed  a 
light  on  the  path  of  parents  for  which  they  often 
sigh,  and  would  give  an  impulse  to  the  young, 
little  comprehended  under  our  present  modes  of 
teaching.  No  profession  should  receive  so  liberal 
a  remuneration.  We  need  not  say  how  far  the 
community  fall  short  of  this  estimate  of  the  teach 
er's  office.  Very  many  send  their  children  to 
school,  and  seldom  or  never  see  the  instructor, 
who  is  operating  daily  and  deeply  on  their  minds 
and  characters.  With  a  blind  confidence,  perhaps 
they  do  not  ask  how  that  work  is  advancing  on 


LECTURES    ON   SCHOOL-KEEPING.  37 

which  the  dearest  interests  of  the  family  depend. 
Perhaps  they  put  the  children  under  the  daily 
control  of  one  with  whom  they  do  not  care  to  as 
sociate.  Perhaps,  were  they  told  what  they  ought 
to  pay  for  teaching,  they  would  stare  as  if  a 
project  for  robbing  them  were  on  foot,  or  would 
suspect  the  sanity  of  the  friend  who  should  cause 
them  to  throw  away  so  much  money  in  purchasing 
that  cheapest  of  all  articles,  that  drug  in  every 
market, —  instruction  for  their  children." 

On  any  other  subject  of  equal  importance, 
spirit-stirring  appeals  would  be  made  from  one 
end  of  the  land  to  the  other.  A  remedy  would 
be  speedily  sought,  found,  and  applied.  But  in 
reference  to  this  subject,  what  has  been  done  ? 
What  has  been  attempted?  Hundreds  of  thou 
sands  of  children  are  every  year  committed  to 
the  care  of  teachers  very  unfit  for  their  work,  at 
the  imminent  hazard,  it  is  manifest,  of  all  parents 
and  patriots  hold  precious  in  our  civil  and  relig 
ious  institutions. 

I  speak  of  a  state  of  things  which  ought  to 
excite  the  surprise  and  astonishment  of  every  re 
flecting  mind.*  Where  shall  we  look  for  an 

*  "  Our  entire  system  of  common  school  education  needs  to  be 
placed  on  a  higher  and  more  liberal  foundation.  Our  youth  can 
never  be  well  arid  competently  instructed  in  our  schools  as  they 
now  are ;  and  these  schools  can  never  be  what  they  ought  to  be, 
to  meet  the  wants  of  the  community,  till  the  compensation  for 
teaching  be  raised  far  above  what  it  now  is ;  till,  indeed,  it  be 
such  as  to  exalt  teaching  to  a  profession,  and  make  it  an  object 
for  persons  of  talented  minds  and  high  qualifications,  to  choose 
it  as  their  calling  for  life.  This,  in  my  opinion,  is  the  great 
desideratum  which  needs  to  be  realized  in  our  land." — Rev.  Dr. 
Ifawes. 


38  LECTURES    ON   SCHOOL-KEEPING. 

explanation,  which  will  justify  it  ?  Is  there  any 
thing  peculiar  in  the  institutions  transmitted  to  us 
by  our  fathers ,  which  will  account  for  it  ?  It  will 
not  be  pretended.  Shall  we  refer  it  to  the  exist 
ing  government  and  laws  of  the  country  ?  It  is 
impossible.  Is  it  because  the  people  of  this  coun 
try  are  so  selfish,  so  calculating  in  their  views, 
that  they  neglect  thus  the  interests  of  their  chil 
dren  ?  How  wretched  the  economy,  which,  to 
amass  for  them  a  fortune,  "  starves  the  intellect, 
impoverishes  the  heart ! "  We  boast  of  our  intel 
ligence.  Can  it  be,  that  an  intelligent  people  will 
long  be  indifferent  respecting  the  character  of 
those  who  are  to  make  the  rising  generation  intel 
ligent  f  Is  it  a  mark  of  intelligence,  to  educate 
men  for  every  art  and  profession,  except  that  of 
training  the  mind  and  forming  the  habits  of  the 
young  ?  Our  fathers  have  bequeathed  us  a  rich 
legacy  in  providing,  at  much  expense  of  blood  and 
treasure,  the  happy  form  of  government  under 
,  which  we  live.  But  who  does  not  know  that  the 
pillars  which  support  it  are  the  virtue  and  intelli- 
j  gence  of  the  people  ?  We  cease  to  be  a  free 
'•  people,  the  moment  we  cease  to  be  a  well- 
instructed^  virtuous  people.  Is  this  peculiarity 
of  our  civil  condition  a  reason  why  we  should  be 
indifferent  respecting  the  means  of  education? 
No.  It  suggests  a  motive  certainly  for  attention 
to  the  subject,  which  no  man  who  loves  his  coun 
try  can  consistently  disregard. 

We  look  in  vain,  however,  for  adequate  reasons 
to  justify  the  indifference  which  has  been  so  preva- 


LECTURES    ON    SCHOOL-KEEPING.  39 

lent,  in  regard  to  the  character  of  teachers.  Ob 
vious  as  it  is,  upon  the  slightest  reflection,  not  only 
that  their  standard  of  qualifications  should  be 
immeasurably  elevated,  but  that  their  number 
should  be  at  this  moment  more  than  doubled,  it 
is  still  a  deplorable  fact  that  no  well-digested  plans 
have  yet  been  proposed  and  executed,  adequate 
to  secure  either  of  these  important  results.  There 
would  be  less  occasion  to  wonder  at  this,  if  the 
people  of  the  United  States  were  in  the  habit  of 
showing  similar  apathy  in  reference  to  other  en 
terprises,  even  those  of  inferior  importance  to  that 
of  which  I  am  speaking.  But  what  say  facts  on 
this  point  ?  A  canal  is  needed  from  the  Hudson 
to  the  lakes.  Can  it  be  made  ?  is  the  first  inquiry. 
The  unhesitating  answer  is,  Yes !  And  the  call 
for  millions  of  capital,  which  accompanies  it,  is 
responded  to  as  soon  as  it  is  made.  The  money 
is  furnished ;  and  the  next  step  which  remains  is 
immediately  taken  ;  —  the  work  is  begun  and 
finished.  It  is  represented  that  railroads,  con 
necting  Boston  with  Lowell,  Worcester,  Provi 
dence,  Portland,  Albany,  Burlington,  Rochester, 
New  York,  and  Montreal,  will  be  of  great  public 
utility.  True,  hills  of  granite  must  be  broken 
through,  valleys  must  be  filled  up,  rivers  must  be 
crossed,  and  a  thousand  obstacles  surmounted. 
But  the  enterprises  are  practicable, —  are  com 
menced  and  completed.  Engineers,  laborers,  and 
funds  are  found  without  difficulty.  Take  another 
example  :  A  monument,  perpetuating  the  achieve 
ments  of  Bunker  Hill,  is  due,  it  is  thought,  to  the 


40  LECTURES    ON    SCHOOL-KEEPING. 

fathers  of  the  Revolution,  from  their  happy,  grate 
ful  descendants.  What  money  is  needed  for  the 
purpose  ?  is  asked.  Half  a  million  of  dollars  is  no 
obstacle  in  the  way.  Let  it  be  erected,  and  we 
will  provide  the  sum,  ten  thousand  citizens  in 
stantly  respond. 

It  is  not  with  any  design  of  censuring  them, 
that  I  allude  to  facts  of  this  nature.  I  rejoice  that 
canals  can  be  dug,  railroads  constructed,  and 
monumental  columns  reared, — 

"  To  tell  of  glories  past,  and  deeds  of  war." 

It  is  well  these  things  should  be  done.  They 
are  honorable  witnesses  to  our  enterprise,  and 
thrift,  and  public  spirit.  But  who  will  assume  the 
responsibility  of  making  the  assertion,  that  our 
varied  applications  of  the  steam-power,  our  rail 
roads  and  canals,  will  add  half  as  much  to  our 
security,  happiness,  or  even  wealth,  as  that  course 
of  education  which  would  make  our  children  in 
dustrious,  intelligent,  and  virtuous  ;  which  would 
result  in  securing  to  them  health  of  body  and 
mind,  and  which  aims  also  to  fit  them  for  the 
service  of  Him,  who  is  the  rightful  proprietor 
of  all. 

And  what  has  yet  been  done  for  accomplishing 
these  results?  True,  we  have  schools  of  high 
merit,  where  the  powers  of  the  intellect  are  culti 
vated.  Our  colleges  and  professional  seminaries 
are  ornaments  as  well  as  blessings  to  the  land. 
Many  men  have  been  educated  in  them,  who  have 
done  honor  to  the  country,  and  benefited  the 


LECTURES    ON    SCHOOL-KEEPING.  41 

world.  We  have  also  hospitals  for  the  sick, 
schools  for  the  deaf  and  blind,  asylums  for  those 
deprived  of  reason,  and  a  multitude  of  practical 
schools  for  teaching  and  learning  the  trades  and 
arts  of  life.  But  where  is  the  educator  to  find 
that  adequate  instruction  so  essential  to  his  suc 
cess  in  the  arduous  employment  of  guiding  the 
footsteps  of  the  young  in  the  paths  of  virtue  and 
knowledge  ? 

It  is  not  thought  that  a  man  is  qualified  to  offer 
his  services  in  the  healing  art  till  he  has  been  un 
der  the  care  of  learned  lecturers,  who,  by  descrip 
tion  and  demonstration,  can  illustrate  the  thousand 
"ills  that  flesh  is  heir  to,"  and  make  him  ac 
quainted  with  the  various  modes  of  treating  the 
diseases  of  the  body.  But  where  are  learned 
lecturers  employed  in  making  the  future  instruc 
tors  of  our  youth  familiar  with  the  character  and 
mode  of  treating  the  more  dangerous  diseases  of 
the  intellect  and  the  heart. 

The  fault  in  question  is  justly  chargeable,  in 
part,  to  parents  and  others  ;  but  not  wholly.  The 
elevation  in  the  qualifications  of  instructors,  during 
the  last  ten  or  fifteen  years,  has  not  been  so  rapid 
as  the  improvement  in  the  means.  These  means, 
I  admit,  are  far,  very  far,  below  what  they  ought 
to  be ;  but  they  are  vastly  greater  than  they  were 
thirty  years  ago.  Can  it  be  said  that  instructors 
are  as  much  better  qualified  now,  generally,  as 
the  means  for  it  have  been  augmented  ?  I  think 
every  one,  who  can  compare  that  period  with  the 
present,  will  be  forced  to  come  to  the  conclusion 
4* 


42  LECTURES    ON    SCHOOL-KEEPING. 

that  such  is  not  the  fact.  So  that  after  all  the 
blame  that  may  justly  be  attributed  to  parents,  a 
large  share  rests  on  teachers  themselves.  When 
the  Legislature  has  made  appropriations  for 
Teacher's  Institutes,  to  be  held  in  a  given  county, 
or  has  established  a  Normal  school  for  the  State, 
what  proportion  of  those  who  instruct  schools  in 
that  county  or  State  avail  themselves  of  the 
proffered  advantages  ?  It  would  be  easy  to  show 
that  not  more  than  a  fourth  part  of  the  instructors 
engaged  in  teaching  in  a  county  are  usually  found 
at  the  county  Institute,  where  such  are  established. 
A  proportion  still  less  are  found  to  avail  them 
selves  of  the  advantages  of  the  Normal  school, 
where  established.  A  most  valuable  library  for 
every  teacher  is  provided  in  the  lectures  deliver 
ed  before  the  American  Institute  of  Instruction, 
costing  less  than  a  dozen  dollars.  How  many 
common  school  instructors  own  that  library  ?  In 
how  many  academies  is  it  found  ?  Some  of  these 
lectures  are  worth  their  weight  in  gold,  to  any 
teacher.  So  far  as  the  means  for  your  improve 
ment  are  furnished,  arid  you  fail  to  improve  them, 
the  evils  resulting  from  that  neglect  are  justly 
chargeable  to  yourselves.  Allow  me,  in  closing 
this  Lecture,  to  use  the  language  of  another.* 

"  If  I  were  asked,  what  is  wanted  in  our  coun 
try  to  secure  the  perpetuity  of  its  institutions,  and 
to  promote,  in  the  highest  degree,  the  prosperity 
and  happiness  of  the  people  ;  I  would  answer : 
not  mothers  only,  but  teachers,  well  qualified  and 

^  Dr.  Hawes's  Lecture  before  the  American  Institute,  1845. 


LECTURES    ON   SCHOOL-KEEPING.  43 

faithful  teachers  of  youth,  dispersed  through  the 
land,  and  liberally  and  honorably  sustained  in 
their  office.  Sure  I  am,  that  it  will  never  be  well 
with  our  country  till  this  most  important  desidera 
tum  is  realized  ;  and  whoever  contributes,  even 
in  the  humblest  measure,  in  the  attainment  of  so 
great  a  result,  deserves  to  be  honored  as  a  friend 
of  his  country  and  a  benefactor  of  his  race." 


LECTURE  III. 

YOUNG  LADIES  AND  GENTLEMEN  :  — 

IN  connection  with  the  closing  suggestions  of 
the  last  Lecture,  I  propose  in  this  and  the  following 
one  to  discuss  the  requisite  qualifications  and 
duties  of  instructors.  I  connect  these  subjects, 
because  in  several  respects  the  duties  to  be  per 
formed  very  naturally  suggest  the  qualifications 
necessary.  To  these  subjects  it  may  be  expected 
you  will  be  disposed  to  direct  attention  specially 
in  order  to  decide  whether  duty  calls  you  to  enter 
or  continue  in  this  field  of  labor ;  as  no  one  can 
expect  success  in  an  employment  for  which  he  has 
not  the  requisite  essential  qualifications. 

Instructors,  in  common  with  those  in  other  pro 
fessions,  should  possess  all  the  ordinary  faculties 
of  body  and  mind.  They  need  to  exercise  all  the 
senses,  and  all  the  faculties  of  body,  common  to 


44  LECTURES   ON   SCHOOL-KEEPING. 

our  race.  It  is  however  true,  that  the  loss  of 
sight  in  one,  and  the  loss  of  hearing  in  another, 
the  loss  of  a  hand  or  foot,  have  not  prevented  in 
dividuals  from  becoming  highly  useful  teachers. 
Deficiency  in  one  respect,  has  awakened  greater 
interest  in  others,  and  thus  a  measure  of  compen 
sation  has  been  secured.  The  common  faculties 
of  mind  are  still  more  essential.  One  deficient 
in  reason,  memory,  judgment,  imagination,  taste, 
conscience,  etc.,  cannot  hope  to  succeed  well  in  a 
vocation  requiring  the  exercise  of  all  these  faculties 
in  himself,  and  requiring  the  due  training  of  them 
in  others. 

Several  things  may  be  first  spoken  of,  which  will 
inevitably  prevent  a  desirable  measure  of  success 
in  teaching. 

1.  Ignorance  of  its  responsibilities,  must  pre 
sent  an  insuperable  barrier  to  usefulness  and  suc 
cess. 

The  station  of  any  one  intrusted  with  the  care 
of  children  is  immeasurably  important.  No  one 
can  have  intercourse  with  them  for  an  hour,  with 
out  making  an  impression  on  them  which  may  last 
during  life.  This  is  particularly  true  of  those 
who  are  required  to  control,  govern,  and  instruct 
young  minds,  for  a  considerable  period  of  time. 
The  taste,  the  temper,  the  disposition,  the  thoughts, 
and  habits  may  all  be  influenced  and  made  to 
incline  in  almost  any  direction  the  teacher  may 
choose.  And  if  one  occupying  a  station  so  impor 
tant  has  not  an  impressive  sense  of  responsibility, 
I  know  not  how  success  can  be  expected.  But 


LECTURES    ON    SCHOOL-KEEPING.  45 

there  is  another  important  view  of  this  subject. 
Where  responsibility  is  not  realized,  effort  is  gener 
ally  feeble.  It  is  commonly  true,  that  he  who  realizes 
most  fully  the  responsibility  attached  to  his  calling, 
will  be  found  the  most  efficient  and  untiring  in  his 
labors.  It  is  certainly  natural  to  anticipate  faith 
ful  effort  in  any  one  whose  views  of  the  character 
of  his  employment  are  distinct  and  elevated.  And 
I  must  believe,  that  any  one  who  contemplates 
the  calling  of  a  teacher  as  devoid  of  high  respon 
sibility  and  of  peculiar  importance,  has  no  right 
to  hope  for  success. 

2.  A  want  of  interest  in  the  society  of  children 
will  inevitably  unfit  one  for  the  labors  of  teaching, 
governing,  and  interesting  them. 

There  are  those  who  apparently  contemplate  a 
company  of  children  with  about  the  same  feelings 
that  they  would  a  company  of  apes,  whose  mis 
chievous  pranks  are  to  be  the  source  of  constant 
vexation  and  complaint.  Others  would  consider 
life  as  most  highly  fraught  with  ills,  if  it  must  be 
spent  in  the  presence  of  those  whose  elasticity  and 
buoyancy  are  such  as  prevent  them  from  being 
classed  with  mutes  and  dolts.  And  how  can  such 
persons  gain  the  confidence  or  secure  the  love  of 
children  ?  Yet  without  these,  you  have  an  unin 
viting  company  to  guide  and  control.  A  child 
will  ascertain  in  an  hour  the  character  of  your 
feelings  towards  him,  and  whenever  you  betray  a 
disrelish  for  his  society,  you  cannot  readily  induce 
him  to  obey  you  with  cheerfulness  and  exact 
ness.  "  Love  is  the  loan  for  love."  You  may 


46  LECTURES   ON   SCHOOL-KEEPING. 

have  all  the  various  knowledge  of  a  learned  pro 
fessor,  may  be  profoundly  versed  in  the  mysteries 
of  science,  may  drink  deeply  from  the  fountains 
of  literature,  but  if  you  do  not  love  children,  you 
are  unfit  to  be  their  teachers  ;  for  they  will  not, 
they  cannot,  and  I  may  say  they  ought  not  to  love 
you. 

3.  Ignorance  of  the  manner  in  which  children 
imbibe  ideas,  must  prevent  success  in  teaching 
them. 

Here,  I  am  disposed  to  believe,  is  one  of  the 
prominent  reasons  why  so  many  fail  in  their  at 
tempts  to  communicate  instruction.  To  those 
accustomed  to  trace  the  operations  of  their  own 
minds  only,  there  is  a  strong  inclination  to  suppose 
that  what  is  intelligible  to  themselves  is  intelligible 
to  children.  I  have  not  unfrequently  heard 
teachers,  when  giving  instruction  to  a  class  of 
young  scholars,  use  language  far  better  adapted 
to  the  college  lecture -room  than  to  the  place  of  pri 
mary  education.  u  It  is  so  perfectly  plain  that  any 
one  can  understand  it ;"  yes,  it  may  be  very  plain 
to  you,  but  very  far  from  being  so  to  your  schol 
ars.  Would  you  not  believe  a  person  intended  to 
insult  you,  who  should  show  you  the  various  parts 
of  a  complicated  machine,  and  explain  them  only 
in  the  technical  language  of  his  profession,  and 
then  expect  you  to  understand  it  as  well  as  he, 
after  years  of  labor  and  study  ? 

Teachers,  who  suppose  that  the  young  are  able 
to  think  in  the  same  way,  and  acquire  ideas  in 
the  same  manner,  they  do,  after  a  long  course  of 


LECTURES    ON    SCHOOL-KEEPING.  47 

mental  discipline,  have  yet  to  take  the  very  first 
steps  in  a  course  of  preparation  for  their  work. 
Children  learn  by  induction  ;  and  it  is  not  to  be 
expected  of  them,  that  they  can  analyze,  till  the 
mind  has  been  trained  to  such  an  exercise.  If 
you  are  to  teach  children,  you  must  know  how 
children  think.  To  know  this,  look  back  and  re 
member  how  you  thought,  how  you  reasoned  and 
formed  conclusions,  when  you  were  children.  If 
unable  to  do  this  by  the  aid  of  your  own  memory, 
learn  it  from  your  intercourse  with  children,  and 
by  watching  the  operations  of  their  minds,  while 
instruction  is  imparted  to  them  in  such  a  way  as 
to  make  it  intelligible.  Many  opportunities  of 
this  kind  will  occur,  which  should  be  improved 
with  the  highest  care.  Let  me  press  this  point 
still  more.  To  say  nothing  of  the  loss  of  time 
consequent  from  your  ignorance  of  its  importance, 
the  disrelish  which  your  scholars  may  form  for  study 
will  be  very  injurious.  The  difficulties  which  arise 
from  rendering  a  study  unintelligible  become  asso 
ciated  with  the  study  itself,  and  not  unfrequently 
the  little  learner  sits  down  in  despair  of  ever  being 
able  to  accomplish  his  task.  The  repugnance 
which  many  show  to  the  study  of  arithmetic  or 
grammar,  is  generally  the  result  of  an  unskilful 
course  of  instruction  pursued  by  teachers.  A 
professional  gentleman  of  high  respectability  re 
marked,  not  long  since,  he  never  understood 
arithmetic,  till  he  heard  his  little  son  repeat  and 
explain  his  exercises  in  Colburn's  "  First  Lessons." 
And  he  added,  that  this  was  owing  to  the  manner 


48  LECTURES    ON   SCHOOL-KEEPING. 

in  which  he  was  directed  to  study  it  when  he  was 
a  school-boy  ;  at  which  time  he  acquired  so  strong 
a  distaste  for  it,  that  he  could  never  overcome  it 
in  his  subsequent  course.  Hundreds  of  similar 
instances  have  passed  under  my  observation,  and  I 
have  no  doubt  others  may  be  furnished  by  your 
own  recollection. 

4.  Ignorance  of  human  nature,  especially  of 
the  peculiar  characteristics  of  children,  unfits  any 
one  for  becoming  their  instructor. 

There  are  chords  which,  if  touched,  will  vibrate 
in  harmonious  unison,  and  others  which  never  fail 
of  producing  discord.  If  there  is  manifest  igno 
rance  of  this  fact,  it  cannot  be  expected  that 
harmony  and  improvement  can  be  secured  by  the 
labors  of  such  an  instructor.  Children  are  not 
all  alike.  They  have  been  governed  differently,  if 
governed  at  all,  and  are  diverse  in  their  disposi 
tions  and  temper.  One  is  amiable,  and  another 
the  reverse  ;  one  has  learned  submission  to  neces 
sary  laws,  and  another  must  be  made  to  learn  it. 
One  can  understand  you,  while  another  is  seem 
ingly  incapable  of  it.  If  you  are  unacquainted 
with  these  facts,  or  are  so  unfortunate  as  to  sup 
pose  that  the  same  manner  is  to  be  adopted  with 
all,  you  can  hardly  fail  of  injuring  some.  Almost 
the  same  variety  of  character  is  to  be  met  with  in 
primary  schools  as  is  found  in  a  more  extensive 
community.  The  only  difference  is,  there  the  bud 
or  early  blossom  is  seen ;  in  this,  the  fruit  has 
grown  and  ripened. 

It  is  not  only  important  to  understand  these 


LECTURES    ON    SCHOOL- KEEPING.  49 

different  and  various  shades  of  character,  but  also 
to  know  those  principles  of  human  nature  which 
are  nearly  uniform  in  all.  There  is  a  way  to 
reach  the  sympathies  of  every  individual.  Ac 
quaintance  with  this  throws  the  person  almost 
completely  in  your  power.  If  actuated  by  a  be 
nevolent  desire  to  do  good  to  your  interesting 
charge,  you  may,  by  this  key,  enter  the  arena  of 
every  heart,  and  establish  your  empire  over  every 
mind.  Without  this,  it  is  impossible  for  you  to 
succeed  to  the  satisfaction  of  yourselves  or  others. 
You  must  know  how  to  influence  children,  if  you 
wish  to  benefit  them  to  the  extent  of  your  power. 

5.  Those  to  whom  the  labor  of  teaching  is  irk 
some,  and  who  enjoy  no  pleasure  in  observing  the 
opening  powers  of  juvenile  minds,  I  would  advise 
never  to  assume  the  responsibilities  of  teachers. 

Before  a  person  who  is  engaged  in  any  occupa 
tion  in  which  he  is  uninterested,  there  can  be  only 
a  dreary  path.  His  task  is  a  heavy  and  painful 
one.  His  exertions  will  be  feeble,  and  his  hopes 
of  success  must  be  limited.  To  one  of  high  moral 
feeling,  the  sense  of  duty  may  be  sufficient  to  in 
duce  constancy  and  faithfulness  in  labor.  But 
I  am  unable  to  believe  that  in  any  case,  under 
these  circumstances,  the  same  success  is  realized, 
which  may  be  rationally  expected  where  the  em 
ployment  itself  is  a  source  of  constant  enjoyment. 
It  is  unreasonable  to  expect  it. 

It  may  be  asked,  do  not  all  take  pleasure  in 
the  exhibition  of  opening  intellect  ?  arid  can  any 
one  fail  of  being  pleased  with  a  situation  favorable 
5 


50  LECTURES    ON    SCHOOL-KEEPING. 

for  observing  it  ?  Admit  the  truth  of  this  ;  still, 
there  is  a  wide  difference  between  merely  witness 
ing  results,  and  active  employment  in  producing 
them.  It  gratifies  me  when  I  see  the  operations 
of  some  interesting  machinery,  but  it  does  not 
follow  that  I  must  be  pleased  with  the  employment 
of  making  it.  Nor  does  it  follow  that,  because  I 
am  delighted  with  observing  the  progress  of  some 
grand  design,  I  should  be  found  in  possession  of 
those  traits  which  would  give  me  pleasure  in  exe 
cuting  it.  There  are  those  who  appear  to  take 
pleasure  in  many  things  which  cost  them  no  serious 
effort,  but  who  are  the  last  to  be  gratified  by  the 
same  things  when  obliged  to  be  the  agents  in  their 
accomplishment.  Many  are  ready  to  declaim  in 
favor  of  the  interesting  business  of  the  instructor, 
who  would  be  the  last  to  delight  in  the  labor  of  it 
themselves.  But  if  there  is  not  pleasure  in  the 
labors  involved  in  the  office,  success  must,  to  say 
the  least,  be  doubtful. 

6.  Impatience  must  be  a  barrier  to  success  in 
teaching. 

In  training  the  young  mind,  "  line  upon  line," 
and  "  precept  upon  precept,"  are  indispensable. 
The  forwardness  of  one,  and  the  ignorance  of 
another  ;  the  confidence  of  some,  and  the  diffi 
dence  of  others,  are  to  be  met.  If  the  thousand 
little  unpleasant  occurrences  of  the  day  are  suffi 
cient  to  prevent  you  from  preserving  that  evenness 
of  temper  which  is  desirable,  you  are  not  prepared 
to  make  your  labors  pleasant  to  yourselves  or 
agreeable  to  your  scholars.  Impatience  throws 


LECTURES    ON    SCHOOL-KEEPING.  51 

a  shade  over  every  object.  It  discolors  every 
thing  with  its  own  medium.  When  under  its 
influence,  time  drags  heavily.  Obliged  to  wait 
an  hour  longer  than  you  expected,  to  meet  a 
friend,  no  other  society  can  make  amends  for  the 
disappointment. 

For  those  who  instruct  children,  a  large  share 
of  patience  is  indispensable.  Unless  scholars  can 
be  preserved  from  impatience,  there  must  be  an 
end  to  quiet  submission  to  authority  and  cheerful 
attention  to  instruction.  Impatience  is  a  conta 
gious  disease.  It  can  never  be  the  disorder  of 
one  .  without  exposing  others  to  its  direful  influ- 
uence.  If  you  are  impatient,  you  must  expect 
others  to  contract  the  distemper.  No  one  can 
envy  your  situation,  if  impatient  yourself  and  sur 
rounded  with  others  equally  so. 

Having  just  adverted  to  several  things  which 
must  prevent,  I  proceed  to  state  distinctly  several 
things  requisite  to,  success  in  teaching.  Some  of 
these  it  will  be  seen  are  nearly  opposite  to  some 
already  mentioned. 

1.  Among  these,  common  sense  is  indispensable. 
No  teacher  can  succeed  well  without  it.  Do  you 
inquire,  what  is  common  sense?  It  is  not  very 
easy  to  define  it  accurately,  but  I  mean  by  the 
term,  that  faculty  by  which  things  are  seen  or 
apprehended  as  they  are.  It  implies  a  proper 
appreciation  of  the  properties  of  life,  and  guides 
to  judicious  plans  of  action,  under  the  varied  cir 
cumstances  in  which  persons  are  placed.  It  im 
plies  good  judgment  and  discretion ;  it  is  the  exer- 


52  LECTURES    ON    SCHOOL-KEEPING. 

cise  of  reason  uninfluenced  by  passion,  preposses 
sion,  or  prejudice.  It  is  nearly  the  same  in  men, 
as  instinct  in  brutes.  Then  again,  common  sense 
is  not  genius  nor  talent,  as  commonly  defined, 
but  better  than  either.  It  is  not  a  meteor,  daz 
zling  with  its  rays  for  a  moment,  but  a  constant 
and  shining  light.  Some  have  great  powers  of 
mind,  and  yet  are  deficient  in  common  sense. 
They  speak,  think,  act,  or  judge,  differently  from 
the  great  mass  of  the  community.  One  may  be 
very  amiable,  and  may  have  strong  desires  to  do 
good,  and  yet  fail  of  success  in  any  office  or  em 
ployment,  for  want  of  common  sense.  Common 
sense  will  lead  one  to  act,  under  all  circumstances, 
in  that  manner  which  will  be  approved  by  the 
community  in  general,  after  due  opportunity  to 
perceive  the  bearings  of  an  action. 

2.  Uniformity  of  temper.  Where  this  is  want 
ing,  it  is  hardly  possible  to  govern  or  teach  with 
success.  He  whose  temper  is  constantly  varying, 
can  never  be  uniform  in  his  estimation  of  things. 
Objects  change  in  their  appearance  as  his  passions 
change.  What  appears  right  in  any  given  hour, 
may  appear  wrong  in  the  next.  What  appears 
desirable  to-day,  may  be  regarded  the  reverse  to 
morrow.  An  uneven  temper  must,  in  any  situa 
tion  of  life,  subject  one  to  many  inconveniences. 
But  when  placed  in  a  situation  where  his  every 
action  is  observed,  and  where  his  authority  must 
be  in  constant  exercise,  the  man  who  labors  under 
this  malady  is  especially  unfortunate.  It  is  im 
possible  for  him  to  gain  and  preserve  respect  among 


LECTURES    ON    SCHOOL-KEEPING.  53 

his  pupils.  No  one,  who  comes  under  the  control 
of  a  person  of  uneven  temper,  can  know  what  to 
expect  or  how  to  act. 

3.  A  capacity  to  understand  and  discriminate 
character.      The  dispositions   of  children  are  so 
various,  the  treatment  and  government  of  parents 
so  dissimilar,  that  the  most  diversified  modes  of 
governing  and  teaching  need  to  be  employed.     The 
instructor  who  is  not  able  to  discriminate,  but  con 
siders  all  alike,  and  treats  all  alike,  does  injury  to 
many.     The  least  expression  of  disapprobation  to 
one,  is  often  more  than  the   severest  reproof  to 
another  ;  a  word  of  encouragement  will  be  sufficient 
to  excite  attention  in  some,  while  others  require  to 
be  urged  by  every  motive  that  can  be  placed  be 
fore  them.     All  the  varying  shades  of  disposition 
and  capacity  should  be  quickly  learned  by  the  in 
structor,  that  he  may  benefit  all,  and  do  injustice 
to  none.     Without  this,  well-meant  efforts  may 
prove  hurtful,  because  ill-directed,  and  the  desired 
object  may  be  defeated  by  the  very  means  used  to 
obtain  it. 

4.  It  is  desirable  that  teachers  should  possess 
much    decision   of    character.      In    every   situa 
tion  of  life  this  is  important,  but  in  none  more  so 
than  in  that  of  which  I  am  treating.     The  little 
world  by  which  they  are  surrounded  is  a  miniature 
of  the  greater.     Children  have  their  aversions  and 
partialities ;    their  hopes  and  fears ;  their  plans, 
schemes,  propensities,  and  desires,  as  much  as  older 
persons.     These  are  often  in  collision  with  each 
other,  and  not  unfrequently  in  collision  with  the 


54  LECTURES    ON    SCHOOL-KEEPING. 

laws  of  the  school,  and  in  opposition  to  their  own 
best  interest.  Amidst  all  these,  the  instructor 
should  be  able  to  pursue  a  uniform  course.  He 
ought  not  to  be  swayed  from  what  he  considers 
Bright.  If  he  be  easily  led  from  his  purpose,  or 
;  induced  to  vary  from  established  rules,  his  school 
;must  soon  become  a  scene  of  disorder.  Without 
decision,  the  teacher  loses  the  confidence  and  re 
spect  of  his  pupils.  I  would  not  say  that,  if  con 
vinced  of  having  committed  an  error,  or  of  having 
given  a  wrong  decision,  you  should  persist  in  the 
wrong.  But  I  would  say,  that  it  should  be  known 
as  one  of  your  first  principles  in  school-keeping, 
that  what  is  required  must  be  complied  with,  in 
every  case,  unless  cause  can  be  shown  why  the 
rule  ought,  in  a  given  instance,  to  be  dispensed 
with.  If  you  have  given  a  hasty  or  unreasonable 
decision,  frankly  confess  it. 

5.  Teachers  ought  to  be  affectionate.  The  hu 
man  heart  is  so  constituted,  that  it  cannot  resist 
the  influence  of  kindness.  When  affectionate  in 
tercourse  is  the  offspring  of  those  kind  feelings 
which  arise  from  true  benevolence,  it  will  have  an 
influence  on  all  around.  It  leads  to  ease  in  be 
havior,  and  genuine  politeness  of  manners.  It  is 
especially  desirable  in  those  who  are  surrounded 
by  the  young.  Affectionate  parents  usually  see 
their  children  exhibit  similar  feelings.  Instruc 
tors  who  cultivate  this  trait,  will  generally  excite 
the  same  in  their  scholars.  No  object  is  more 
important  than  to  gain  their  love  and  good-will. 
In  no  way  is  this  more  easily  accomplished  than 


LECTURES    ON    SCHOOL-KEEPING.  55 

by  a  kind  interest  manifested  in  their  welfare,  an 
interest  which  is  exhibited  by  actions  as  well  as 
words.  This  cannot  fail  of  being  attended  with 
desirable  results. 

6.  Capacity  to  exercise  just  moral  discern 
ment,  is  indispensable.  They  who  teach,  are  no 
less  under  law  than  they  who  are  taught.  They 
are  accountable  to  themselves,  their  employers, 
the  State,  and  society  in  general,  and  to  God. 
If  they  seem  to  have  no  appreciation  of  this,  how 
can  they  cultivate  a  sense  of  moral  obligation  in 
their  pupils  ?  If  they  violate  the  rules  of  decorum, 
the  regulations  of  good  society,  the  laws  of  the 
State,  or  the  commandments  of  Jehovah,  how  can 
they  expect  to  cultivate  in  children  obedience  to 
the  same  rules,  or  to  the  regulations  and  laws  of 
the  school  ?  As  the  happiness  or  misery  of  men 
results  more  from  what  they  do  or  neglect  to  do, 
than  from  what  they  know  or  do  not  know  of 
literature  and  science ;  as  virtue  more  certainly 
promotes  safety  and  happiness  than  knowledge  ; 
as  the  virtuous  will  be  happy,  though  deficient  in 
science,  and  the  vicious  man  must  be  miserable, 
how  much  soever  he  may  know,  teachers  are 
under  the  most  weighty  obligation  to  train  the 
young  to  virtuous  habits,  by  example,  as  well  as 
precept.  The  remark  of  an  ancient  philosopher, 
that  "  boys  ought  to  be  taught  that  which  they 
will  most  need  to  practise  when  they  come  to  be 
men,"  is  most  true.  To  cultivate  virtuous  habits, 
and  fix  virtuous  principles ;  to  excite  a  sense  of 
duty  to  God,  and  of  dependence  on  him,  should 


56  LECTURES    ON    SCHOOL-KEEPING. 

be  the  first  object  of  teachers.  If  they  permit 
scholars  to  indulge  in  vicious  habits ;  if  they  re 
gard  nothing  as  sin,  but  that  which  is  a  transgres 
sion  of  the  laws  of  the  school :  if  they  suffer  lying, 
profaneness,  and  other  crimes,  to  pass  unnoticed 
and  unpunished,  they  are  doing  an  injury  for 
which  they  can  in  no  way  make  amends.  An  in 
structor  without  moral  feeling,  not  only  may  ruin 
the  children  placed  under  his  care,  but  does  injury 
to  their  parents,  to  the  neighborhood,  to  the  town, 
and  doubtless  to  other  generations.  The  moral 
character  of  instructors  should  be  considered  a 
subject  of  very  high  importance  ;  and  let  all,  who 
knoiv  themselves  to  be  immoral,  renounce  at  once 
the  thought  of  such  an  employment,  while  they 
continue  to  disregard  the  laws  of  God,  and  the 
happiness  of  their  fellow-men.  Genuine  piety  is 
highly  desirable  in  every  one  intrusted  with  the 
care  and  instruction  of  the  young ;  but  morality, 
at  least,  should  be  required,  in  every  candidate 
for  that  important  office.  He  cannot  teach  others 
to  do  right,  while  he  does  that  which  is  wrong  in 
their  presence,  —  to  obey  the  laws  of  Jehovah, 
while  he  openly  violates  them ;  and  with  a  friend* 
I  entirely  coincide,  who  remarks  :  — 

"  The  daily  life  should  be  one  of  strict  purity 
and  propriety.  No  moral  blemish  on  the  external 
character  can  be  tolerated,  in  one  to  whom  is  com 
mitted,  as  to  the  teacher,  the  formation  of  the 
character  of  the  young.  And  this  correctness  of 

*  Rev.  N.  Munroe. 


LECTURES    ON    SCHOOL-KEEPING.  57 

the  outward  deportment  should  be  well  secured 
by  correct  and  long- cherished  moral  habits.  Nor 
is  even  this  enough.  It  should  spring  from  right 
moral  principles ;  be  the  fruit  of  a  mind  and  heart 
in  love  with  moral  excellence  and  beauty. 

u  The  teacher  needs  to  be  deeply  convinced 
of  the  reality  and  immutability  of  moral  obligation  ; 
of  the  divine  sanctions  which  attend  and  sustain  a 
moral  government  over  the  world ;  that  man  is  an 
accountable  being ;  and  that  between  virtue  and 
vice,  as  also  between  virtuous  and  vicious  conduct, 
there  is  a  distinction  which  the  Almighty  Governor 
of  the  universe  will  never  overlook  nor  disregard. 

"  Here  is  a  point  on  which  it  is  all-important 
that  the  teachers  of  our  youth  should  be  sound. 
Their  views  of  crime,  of  sin,  of  moral  beauty  and 
deformity,  should  be  correct,  as  well  as  their  con 
stant  practice.  And  the  more  fully  this  is  the 
case  with  any  company  of  teachers,  the  greater,  I 
cannot  doubt,  will  be  their  success  in  governing 
and  training  their  pupils." 


LECTURE  IV. 

YOUNG  LADIES  AND  GENTLEMEN:  — 

1.  AMONG  other  essential  qualifications,  instruc 
tors  should  be  able  to  understand  the  diversities 
of  character  of  their  pupils.  Among  pupils  there 


58  LECTURES    ON    SCHOOL-KEEPING. 

will  be  great  diversity.  Some  will  love  learning, 
and  desire  to  make  all  the  improvement  of  which 
they  are  capable ;  others  will  have  no  taste  for 
learning,  and  no  desire  to  be  improved.  Some 
will  be  easily  governed ;  others  will  require  all 
your  wisdom,  firmness,  and  prudence,  to  restrain 
them  from  what  is  wrong,  and  lead  them  in  a 
better  course.  Some  have  formed  habits  of  appli 
cation,  and  others  have  been  brought  up  in  idle 
ness.  Some  will  be  too  bashful ;  others,  too  bold. 
Some  will  be  benevolent  and  affectionate  ;  others, 
selfish  and  unsocial.  Some  will  be  found  very 
nearly  what  you  desire  them  to  be ;  others,  the 
opposite  in  everything.  Such  are  the  diversities 
that  will  be  found  in  every  school. 

With  regard  to  two  extremes,  teachers  are  ex 
ceedingly  liable  to  misjudge  ;  these  are,  precoc 
ity  and  uncommon  dullness.  Precocity  in  a  child 
very  generally  gives  high  pleasure  both  to  the 
parent  and  teacher.  But  it  should  be  known  to 
every  teacher,  that  such  as  develop  this,  require 
peculiar  treatment.  Precocious  children  are  liable 
to  great  danger,  and  are  not  unfrequently  ruined, 
or  nearly  so,  by  those  powers  which  to  those  around, 
if  not  to  themselves,  become  subjects  of  so  much 
interest. 

If  a  child  can  acquire  knowledge  with  surpris 
ing  facility,  it  is  exceedingly  dangerous  to  urge 
him  to  that  effort  by  which  the  brain  is  exercised 
at  the  expense  of  other  parts  of  the  body.  Such 
a  child  needs  the  most  careful  physical  training, 
•  or  his  nervous  system  may  become  deranged,  and 


LECTURES    ON   SCHOOL  KEEPING.  59 

his  health  lastingly  impaired.     Many  such  chil 
dren  find  an  early  grave,  resulting  from  the  ignor 
ance  of  parents,  or  the  injudiciousness  of  teach 
ers.     Others  have  been  made  invalids  for  life  ; 
and  though  possessed,  perhaps,  of  fine  powers  of 
mind,  are  unable  to  put  forth  any  effort  answer 
able  to  the  expectations  formed.     Some  become 
permanently  diseased  in  mind,  and  suffer  partial 
or  permanent  derangement.      A  more   common 
form  of  precocity  is  that  of  an  unusual  power  of 
memory.     If  this  be  cultivated  at  the  expense  of 
other  faculties,  the  result  must  be  an  unbalanced 
mind.     Great  power  of  memory  may  be  developed, 
where  there  is  deficiency  in  judgment,  in  the  power 
of  comparison,  or  in  ability  to  digest  the  facts  ac 
quired  by  memory,  so  as  to  make  them  of  real 
worth.     If  the  teacher  fail  to  know  this,  he  is  in 
danger  of  misapprehending  the  greatest  necessi 
ties  of  his  pupils.     To  praise  a  child  for  the  attain 
ment  he  makes,  perhaps  with  very  little   effort, 
tends  to  inflate  him  with  vanity,  "  that  wen  of  the  j 
mind,  which  deforms  and  hinders  its  growth."     He 
is  often  thus  led  to  neglect  the  effort  essential  to 
ultimate   success.     "  The  natural  gifts  of  mind 
are  bestowed  on  none  so  abundantly  as  to  super 
sede  the  necessity  of  continued  mental  exertion." 
But  it  does  often  happen,  that  the  "  wonderful 
cliild"  being  no  longer  a  child,  is  no  longer  a 
wonder.     The  powers  that  were  wonderful  then, 
by  perversion  or  neglect,  are  in  manhood  almost 
or  entirely  lost.     Overtax  the  powers  of  a  child 
during  childhood,  and  you  inevitably  produce  pre 
mature  decay. 


CO  LECTURES    ON    SCHOOL-KEEPING. 

But  the  instructor  needs  equally  to  be  able 
to  apprehend  the  origin  of  uncommon  dullness. 
"  There  is,"  a  good  writer  has  observed,  u  a  re 
markable  variety  in  the  growth  of  the  mind,  from 
the  first  visible  dawning  of  reason  to  the  full  ma 
turity  of  its  powers.  Of  minds  that  finally  arrive 
at  an  uncommon  degree  of  intelligence,  some  have 
a  slow  growth  ;  an  ample  harvest  of  fruit  succeeds 
to  no  ordinary  blossom.  Neither  their  childhood 
nor  their  youth  gave  promise  of  the  powers  of 
mind  developed  in  manhood."  Unusual  dulness, 
is  almost  always  disagreeable  to  an  instructor.  But 
it  should  be  known,  that  such  dulness  is  by  no 
means  the  certain  precursor  of  insignificance. 
The  dullest  child  may  become  an  intellectual 
giant.  A  child  may  be  at  six,  eight,  or  ten  years 
of  age,  utterly  unable  to  retain  a  single  idea  when 
he  attempts  to  recite  it,  or  to  comprehend  a  rule 
perfectly  plain  to  another,  of  that  age,  and  yet 
this  furnish  no  proof  of  a  weak  mind,  or  of  want  of 
effort  on  his  part.  Of  one  who  became  the  presi 
dent  of  one  of  our  most  renowned  colleges,  it  has 
been  said,  he  could  not  learn  to  read  till  he  was 
eight  or  nine  years  old.  Dr.  Scott,  the  author  of 
a  Commentary  on  the  Bible,  could  not  compose  a 
theme  when  twelve  years  old,  to  whom,  even  much 
later,  it  was  matter  for  wonder  that  any  one  should 
ever  have  ideas  enough  to  write  a  folio  volume. 
Even  later  than  this  age,  Dr.  Adam  Clarke  could 
not,  as  he  informs  us,  after  incredible  effort,  com 
mit  to  memory  a  poem  of  a  few  stanzas  only.  At 
nine  years  of  age,  one  who  afterwards  became  a 


LECTURES    ON   SCHOOL-KEEPING.  61 

chief-justice,  in  this  country,  was,  during  a  whole 
winter,  unable  to  commit  to  memory  the  little 
poem,  found  in  one  of  our  school-books,  "  You'd 
scarce  expect  one  of  my  age,"  etc.  Yet  these 
individuals  developed  powers  of  mind  in  manhood 
seldom  surpassed. 

Two  instances  within  my  own  sphere,  of  similar 
character,  have  been  observed,  and  many  others 
less  strongly  marked.  I  would  never  despair  of 
any  one,  however  slow  his  progress,  that  is  not 
stubborn,  —  that  makes  effort,  and  that  has  capa 
city  to  learn  other  things.  The  dull  should  be 
encouraged,  instead  of  being  rebuked  or  punished, 
and  such  methods  adopted,  as  will  be  most  likely 
to  lead  them  to  make  effort.  It  is  excessive  cruel 
ty  to  make  such  the  butt  of  ridicule,  on  account 
of  their  tedious  progress. 

8.  Instructors  ought  to  be  sufficiently  acquaint 
ed  with  the  laws  of  health,  to  be  able  to  guard 
those  under  their  charge  from  the  dangers  to 
which  they  are  liable  while  at  school.  These 
dangers  are  numerous,  several  of  which  I  ought, 
perhaps,  to  specify  particularly.  One,  and  a  most 
common  one,  is  the  breathing  of  impure  air  in  a 
school- room  without  proper  means  for  ventilation. 
If  a  house  be  small  and  close,  and  the  school 
large,  this  danger  is  daily  experienced.  Another 
danger,  and  one  very  common,  arises  from  an  at 
tempt  to  secure  ventilation  during  the  time  schol 
ars  are  in  the  house,  by  opening  windows,  doors, 
etc.,  by  which  they  are  exposed  to  a  strong  cur 
rent  of  cold  air  while  the  body  is  heated.  Drop- 
6 


62  LECTURES    ON   SCHOOL-KEEPING. 

ping  the  upper  part  of  a  window  is  more  danger 
ous,  than  raising  the  lower,  because  the  cold  air  falls 
directly  upon  the  heads  of  those  exposed  to  it. 
The  German  rule,  "  Never  sit  in  a  current  of  air 
between  two  doors  or  windows,"  if  universally 
observed  would  save  much  suffering  from  colds, 
and  other  diseases  resulting  therefrom. 

Another  danger,  from  which  serious  evils  result 
to  scholars,  is  that  of  sitting  in  school  with  wet 
feet,  or  damp  clothes.  To  females,  especially, 
this  practice  is  exceedingly  injurious,  and  no  teach 
er  who  understands  the  danger  will  permit  it. 
Many  have  found  an  early  grave  from  such 
exposure. 

Another  danger  results  from  exercise  so  violent 
as  to  induce  profuse  perspiration  during  recess, 
and  then  sitting  in  a  cold  part  of  the  school-room 
without  putting  on  additional  clothing.  The 
dangers  to  scholars  from  these  and  other  sources, 
should  be  known  by  every  one  placed  at  the 
head  of  a  school,  or  evils  may  be  experienced  by 
scholars  both  lasting  and  painful.  Ignorance  on 
these  subjects  disqualifies  any  one  for  the  office  of 
instructor.  Many,  already,  have  been  the  costly 
sacrifices  to  such  ignorance.  I  will  take  time  here 
to  advert  to  only  one  other  physiological  danger, 
that  of  too  long-continued  confinement.  A  dis 
tinguished  physician  observes  :  "  Many  facts  lead 
us  to  doubt  the  wisdom  of  keeping  children,  large 
or  small,  confined  for  so  many  hours  in  school,  and 
confined  as  they  are  generally  on  seats,  or  at 
desks,  where  the  body  and  limbs  are  cramped  for 


LECTURES    ON   SCHOOL-KEEPING.  63 

want  of  room.     A  little  boy  who  loves  his  book.    • 
said   to  his  father,  in   my  presence,  'Father.  I  { 
always  wish,  when  at  school,  that  the  four  hours   } 
could  go  off  in  one,  —  because  my  back  and  legs   '' 
ache   so,  sitting.'      What   physiologist   does   not 
sympathize  with  the  poor  child  who  has  to  bear,  in 
this  age  of  activity  and  motion,  confinement  which 
would  be  intolerable  to  any  parent  or  school-mas 
ter  ?     What  is  more  likely  to  render  learning  a 
toil,  and  to  give  the  school- room  the  character  of 
a  place  of  penance  ?     Any  position  or  confine 
ment  which  renders  the  body  uncomfortable,  acts 
as  a  dead  weight  on  the  mind,  and  subtracts  from 
it  a  proportionate  amount  of  power,  and  retards 
intellectual  progress. 

"  Six  hours  daily  confinement  on  hard  and  un 
comfortable  seats,  to  very  young  children,  indeed, 
to  most  under  twelve  years  of  age,  is  a  cruelty 
to  which  no  parent,  though  much  better  able  to 
bear  it,  would  submit.  In  childhood  and  early 
youth,  it  is  more  important  to  secure  the  healthy 
exercise  of  all  the  organs  of  the  body,  and  to  lay 
the  foundation  for  good  health,  than  to  secure  the 
attainment  of  any  given  amount  of  knowledge." 
All  the  arrangements  of  the  school-room  should 
be  made,  as  far  as  possible,  with  regard  to  this 
object. 

9.  Another  qualification  essential  to  success,  is 
ability  to  govern.  This  is  indispensable.  Those 
who  cannot  govern,  should  never  offer  themselves 
as  candidates  for  the  teacher's  office  ;  for  if  you 
fail  on  this  point,  every  endowment  of  nature. 


64  LECTURES    ON   SCHOOL-KEEPING. 

every  attainment  by  study  or  experience,  will  be 
unavailing.  An  ungoverned,  disorderly  school,  is 
a  sad  spectacle  to  every  friend  of  youthful  im 
provement.  Without  an  ability  to  govern  well,  it 
is  impossible  to  teach  well.  If  the  stubbornness  of 
one,  and  the  waywardness  of  another,  cannot  be 
subdued  ;  if  children  cannot  be  reduced  to  order 
and  submission,  you  can  do  nothing  for  them  which 
•will  materially  conduce  to  their  benefit.  Fail  not 
to  remember  this  remark,  day  by  day.  By  ability 
to  govern,  I  do  not  mean  simply  a  capacity  to 
awe  children  into  submission  to  your  wishes  by 
fear  of  punishment.  This  may  secure  attention 
to  your  orders  while  the  scholars  are  seated  before 
you,  but  cannot  produce  that  regularity  and  uni 
formity  which  are  essential  to  their  improvement. 
By  ability  to  govern,  I  do  not  wish  to  be  under 
stood  to  approve  of  that  power,  which  some  pos 
sess,  of  making  every  one  fear  being  in  their 
presence.  It  is  said  of  the  Gothic  invaders  of 
Italy,  that  the  glance  of  their  eye  was  sufficient 
to  dishearten  the  boldest  Roman  soldiers.  A 
haughty  sternness  may  terrify,  will  repel,  but 
cannot  soothe,  attract,  and  charm.  A  severe  and 
angry  look  may  excite  fear  and  aversion;  but  it 
cannot  secure  confidence  and  affection. 

Firmness,  discretion,  and  kindness  combined, 
are  the  principal  requisites  in  forming  the  charac 
ter  of  a  good  disciplinarian.  Firmness,  in  pursu 
ing  a  proper  object ;  discretion,  in  granting  or 
denying  the  requests  ;  and  kind  feelings  towards 
the  subjects  of  government,  must  always  be  united 


LECTURES    ON    SCHOOL-KEEPING.  OO 

in  those  who  exercise  authority,  if  they  would 
render  their  office  pleasant  to  themselves,  or  salu 
tary  to  others.  Visit  the  school  of  A,  and  you 
will  find  the  strictest  order  and  quiet  without  ap 
parent  effort.  Every  pupil  is  under  the  influence 
of  an  irresistible  charm,  and  seems  to  have  no 
inclination  to  do  wrong.  Visit  the  school  of  B, 
and  you  will  think  every  child  is  a  savage.  The 
latter  teacher  scolds,  complains,  and  punishes,  from 
day  to  day,  and  lives  in  bedlam  still ;  the  former 
merely  waives  a  hand  or  casts  a  look  upon  the 
school,  and  all  is  order,  all  is  peace.  The  whole 
secret  of  the  difference  in  the  two  cases  is  this,  one 
knows  how  to  govern;  the  other,  only  how  to 
punish. 

The  importance  of  this  subject  will  be  more 
fully  seen  by  the  following  considerations  :  Ju 
dicious  government  is  essential  to  progress  in 
study.  "  Order  is  heaven's  first  law,"  stamped 
on  the  very  face  of  nature.  It  would  be  unphilo- 
sophical,  therefore,  to  expect  great  intellectual 
acquisitions  where  there  is  not  order.  This  can 
be  established  only  where  some  suitable  penalty  is 
attached  to  its  violation. 

Government  implies  law  ;  and  if  laws  exist,  the 
right  to  enforce  them  must  exist  also.  Where  no 
such  right  is  delegated  to  teachers,  it  is  impossible 
to  render  instructions  valuable.  The  human  mind 
is  so  constituted,  that  without  long  training  it  can 
not  avoid  giving  attention  to  the  objects  around, 
and  of  course  cannot  practise  sufficient  abstrac 
tion  to  study  in  the  midst  of  confusion  and  misrule. 
6* 


66  LECTURES    ON    SCHOOL-KEEPING. 

Calm,  continued,  and  patient  attention  to  the  prin 
ciples  of  science,  and  the  application  of  these 
principles,  is  requisite  to  enable  pupils  to  retain  a 
knowledge  of  them.  It  is  obviously  impossible 
for  any  one  to  give  such  attention  where  his  rights 
are  not  secured.  On  such  security  no  one  can 
depend,  where  no  penalty  is  attached  to  the  viola 
tion  of  law. 

School  government  is  indispensable  in  order  to 
secure  the  great  objects  of  education.  I  use  edu 
cation  here  in  its  broadest  sense.  These  objects 
are,  to  develop  all  the  faculties  of  the  mind,  in 
vigorate  the  senses,  cultivate  and  guide  the  affec 
tions,  govern  the  passions,  and  lead  the  young  to 
act  under  the  moral  sanctions  of  their  being.  Or, 
in  other  wrords,  the  great  object  of  education  is  to 
fit  the  young  for  duty,  safety,  usefulness,  and  hap 
piness  in  all  the  periods  of  their  existence. 

Without  discipline,  which  of  these  ends  can  be 
secured  ?  We  have  seen  that  positive  acquisition 
cannot  be  made  in  the  midst  of  disorder.  Disorder 
must  prevail  where  discipline  is  not  maintained. 
It  must  be  impossible,  also,  to  expand  and  strength 
en  the  powers  of  the  mind ;  as  this  can  be  done 
only  by  calling  them  into  vigorous  exercise,  and 
strengthening  them  by  use.  The  memory,  taste, 
judgment,  imagination,  are  all  to  be  cultivated  in 
order  to  the  proper  improvement  of  the  intellect ; 
but  which  of  these  faculties  can  be  trained  where 
a  school  is  a  place  of  misrule  and  a  scene  of  disor 
der  ?  Can  the  memory  be  improved  in  the  midst  of 
interruption  ?  Can  the  taste  be  cultivated  in  the 


LECTURES    ON    SCHOOL-KEEPING.  67 

midst  of  irregularity  ?  the  judgment  rendered  ac 
curate  and  acute  from  examples  only  of  its  abuse  ? 
And  as  for  imagination,  how  far  it  can  be  accurately 
educated,  in  such  circumstances,  I  need  not  stop 
to  inquire. 

I  said,  it  is  one  of  the  objects  of  education  to 
cultivate  the  kind  and  social  affections.  From  the 
proper  exercise  of  these  much  of  the  happiness 
of  life  results.  But  in  a  school  without  discipline, 
they  must  find  a  soil  more  sterile  than  the  Nubian 
desert,  blasts  colder  than  the  winds  of  Greenland, 
and  vapors  more  destructive  than  the  breath  of 
the  sirocco.  And  yet,  what  is  man  without  a  heart, 
without  affections  ?  What  is  man,  when  he  makes 
himself  the  centre  of  the  universe  ?  What  is 
man, —  unsocial,  sordid,  misanthropic, —  but  a  libel 
on  himself,  as  he  came  from  the  hands  of  his 
Maker  ? 

The  child,  who  is  never  taught  to  bow  to  any 
law  but  that  of  self-will ;  to  submit  to  no  restraint 
but  positive  necessity  ;  to  regard  no  right  but  his 
own,  is  equally  unfitted  to  possess  or  communicate 
enjoyment.  While  at  school  he  is  in  the  midst  of 
a  miniature  world,  and  if  he  is  not  led  to  cherish 
kind  and  sympathetic  emotions  towards  those 
around  him,  he  will,  of  course,  be  left  to  cherish 
feelings  of  an  opposite  character. 

But  this  is  not  all.  A  school  not  brought  under 
proper  discipline  is  often  the  hot-bed  of  the  evil 
passions.  Anger,  revenge,  malevolence,  selfish 
ness,  develop  a  most  vigorous  growth,  and  too 
often  attain  a  gigantic  strength.  The  school,  then, 


bO  LECTURES    ON    SCHOOL-KEEPING. 

devoid  of  order,  law,  and  submission,  does  not 
merely  fail  of  accomplishing  the  positive  good 
that  is  intended,  but  does  lay  the  foundation  for 
great  and  lasting  evils,  both  to  its  members  arid 
society.  Here  indeed  are  taken,  perhaps,  the 
first  regular  lessons  in  nullification,  and  are  formed 
the  first  resolves  to  set  at  defiance  the  laws  of 
society  and  of  Jehovah.  Let  me  illustrate  by 
an  example  :  "  I  didn't  mind  her,  and  she  can't 
make  me  do  it,"  said  a  little  urchin,  as  he  fled  from 
the  school-house  after  having  broken  the  hold  of 
his  teacher ;  "  I  didn't  mind  her,  and  I  never 
will  mind  another  teacher  as  long  as  I  live."  The 
teacher  exclaimed,  "  Well,  I  am  glad  you  are 
gone."  How  many  such  lessons  have  been  taken 
in  our  schools,  intrusted  to  inefficient  teachers,  or 
in  the  family  of  inefficient  parents,  another  day 
will  fully  disclose.  That  they  are  frequent,  the 
confessions  of  criminals  too  fully  show. 

A  habit  of  cheerfully  submitting  to  the  laws  un 
der  which  we  are  placed  by  our  Creator  is,  obvi 
ously,  of  the  highest  value.  Without  it,  happiness 
arid  safety  are  out  of  the  question. 

I  shall  recur  to  the  subject  again,  in  another 
Lecture,  on  the  general  management  of  schools; 
and  will  only  add  in  this  place,  that  inability  to 
govern  a  school  you  must  regard  as  an  absolute 
disqualification  for  the  teacher's  vocation.  And 
if  you  have  just  ground  to  fear  failure  here,  I 
entreat  you  will  most  carefully  investigate  the 
principles  by  which  ascendency  over  others  is  se 
cured  and  influence  exerted,  and  labor  to  attain 


LECTURES    ON    SCHOOL-KEEPING.  69 

this  qualification,  on  which  success  preeminently 
depends,  or  leave  to  others  this  important  field  of 
labor. 

9.  Tact  for  teaching  is  another  essential  quali 
fication.  This  depends  very  much  on  ability  to 
discern  what  ought  to  be  done,  and  how  that  may 
be  most  readily  accomplished.  It  involves  consid 
erable  acquaintance  with  the  characteristics  of 
mind,  with  the  diversities  of  schools,  and  great  fa 
miliarity  with  the  subjects  claiming  attention  in 
school.  "  The  best  education  is  not  that  which 
accumulates  the  greatest  amount  of  information 
and  skill  in  any  department  of  science  or  art,  but 
that  which  gives  to  all  the  mental  and  moral  pow 
ers  the  fullest  and  most  symmetrical  develop 
ment."  Tact  for  teaching  will  enable  one  to  adapt 
everything  most  fully  to  this  end.  Things  to  be 
attained,  the  means  that  are  to  be  employed,  and 
the  classification  of  these  means,  must  be  before 
the  mind.  The  same  means  are  not  to  be  resorted 
to  at  all  times,  any  more  than  the  same  medicine 
in  all  diseases.  Tact  in  teaching,  is  an  ability  to 
apprehend  the  best  means  in  view  of  the  circum 
stances,  and  the  ready  application  of  these  means 
for  the  attainment  of  the  desired  result.  This 
qualification  is  essential.  There  is  a  "  best  way" 
to  accomplish  almost  any  object.  That  "  best 
way"  should  be  earnestly  sought  after  by  the  .j^ 
instructor. 

Very  nearly  allied  to  tact  in  teaching,  is  tact 
in  managing,  a  school ;  that  is,  ability  to  act  under 
the  various  circumstances  in  which  you  may  be 


70  LECTURES    ON   SCHOOL-KEEPING. 

placed,  so  as  most  easily  to  remove  difficulties, 
and  to  turn  everything  to  the  best  account,  for 
the  good  of  the  school.  As  intimated  in  a  former 
Lecture,  there  will  be  found  more  or  less  difficul 
ties  or  obstacles  in  almost  every  district.  These 
are  so  various,  that  no  previous  description  will 
apply  to  them  all,  and  no  previously  formed  plans 
will  meet  the  exigency  in  every  case.  The  teacher 
must  be  able  to  examine  the  character  and  bear 
ing  of  each  one  as  it  occurs,  and  also  the  resources 
within  reach,  either  for  removing  or  surmounting 
it.  These  very  evils,  by  the  ingenious  teacher, 
may  be  even  sometimes  so  directed,  as  to  be  turn 
ed  to  good  account,  in  gaming  an  important  end. 
I  can  in  no  way  better  illustrate  this,  than  by  a 
quotation  from  Mr.  Abbott.  He  says :  "I  know 
of  nothing  which  illustrates  more  perfectly  the 
way  by  which  a  knowledge  of  human  nature  is  to 
be  turned  to  account  in  managing  human  minds, 
than  a  plan  which  was  adopted  for  clearing  the 
galleries  of  the  British  House  of  Commons,  as  it 
was  described  to  me  by  a  gentleman  who  had 
visited  London.  It  is  well  known  that  the  gallery 
is  appropriated  to  spectators,  and  that  it  some 
times  becomes  necessary  to  order  them  to  retire, 
when  a  vote  is  to  be  taken  or  private  business  is 
to  be  transacted.  When  the  officer  in  attendance 
was  ordered  to  clear  the  gallery,  it  was  sometimes 
found  to  be  a  very  troublesome  and  slow  operation  ; 
for  those  who  went  out  first  remained  obstinately 
as  close  to  the  doors  as  possible,  so  as  to  secure 
the  opportunity  to  come  in  again  first  when  the 


LECTURES    ON   SCHOOL-KEEPING.  71 

doors  should  be  reopened.  The  consequence  was, 
there  was  so  great  an  accumulation  around  the 
doors  outside,  that  it  was  almost  impossible  for 
the  crowd  to  get  out.  The  whole  difficulty  arose 
from  the  eager  desire  of  every  one  to  get  as  near 
as  possible  to  the  door,  through  which  they  were 
to  come  back  again.  I  have  been  told,  that,  not 
withstanding  the  utmost  efforts  of  the  officers,  fif 
teen  minutes  were  sometimes  consumed  in  effect 
ing  the  object,  when  the  order  was  given  that  the 
spectators  should  retire.  The  whole  difficulty  was 
obviated  by  a  very  simple  plan.  One  door  only 
was  opened  when  the  crowd  was  to  retire,  and 
they  were  then  admitted  through  the  other.  The 
consequence  was,  that,  as  soon  as  the  order  was 
given  to  clear  the  galleries,  every  one  fled  as  fast 
as  possible  through  the  open  door  around  to  the 
one  which  was  closed,  so  as  to  be  ready  to  enter 
first  when  that  in  its  turn  should  be  opened ;  this 
was  usually  in  a  few  minutes,  as  the  purpose  for 
which  the  spectators  were  ordered  to  retire  was 
usually  simply  to  allow  time  for  taking  a  vote. 
Here  it  will  be  seen  that,  by  the  operation  of  a 
very  simple  plan,  the  very  eagerness  of  the  crowd 
to  get  back  as  soon  as  possible,  which  had  been 
the  sole  cause  of  the  difficulty,  was  turned  to 
account  most  effectually  to  remove  it.  Before, 
they  were  so  eager  to  return,  that  they  crowded 
around  the  door  so  as  to  prevent  others  going  out. 
But,  by  this  simple  plan  of  ejecting  them  by  one 
door  and  admitting  them  by  another,  that  very 
circumstance  made  them  clear  the  passage  at  once, 


72  LECTURES    ON   SCHOOL-KEEPING. 

and  hurried  every  one  away  into  the  lobby,  the 
moment  the  command  was  given. 

"  The  planner  of  this  scheme  must  have  taken 
great  pleasure  in  seeing  its  successful  operation ; 
though  the  officer  who  should  go  steadily  on,  en 
deavoring  to  remove  the  reluctant  throng  by  dint 
of  mere  driving,  might  well  have  found  his  task 
most  unpleasant.  But  the  exercise  of  ingenuity 
in  studying  the  nature  of  the  difficulty  with  which 
a  man  has  to  contend,  and  bringing  in  some  antag 
onist  principle  of  human  nature  to  remove  it,  or, 
if  not  an  antagonist  principle,  a  similar  principle, 
operating  by  a  peculiar  arrangement  of  circum 
stances  in  an  antagonist  manner,  is  always  pleas 
ant.  From  this  source  a  large  share  of  the  en 
joyment  which  men  find  in  the  active  pursuits  of 
life  has  its  origin/' 

Every  mind  is  so  constituted  as  to  take  a  posi 
tive  pleasure  in  the  exercise  of  ingenuity  in  adapt 
ing  means  to  an  end,  and  in  watching  their  oper 
ations  ;  in  accomplishing,  by  the  intervention  of 
instruments,  what  we  could  not  accomplish  with 
out  ;  in  devising  —  when  we  see  an  object  to  be 
effected  which  is  too  great  for  our  direct  and  im 
mediate  power  —  and  setting  at  work  some  instru 
mentality,  which  may  be  sufficient  to  accomplish 
it. 

It  is  said  that  when  the  steam  engine  was  first 
put  into  operation,  such  was  the  imperfection  of 
the  machinery,  that  a  boy  was  necessarily  station 
ed  at  it,  to  open  and  shut  alternately  the  cock,  by 
which  the  steam  was  now  admitted,  and  now  shut 


LECTURES    ON   SCHOOL-KEEPING.  78 

out,  from  the  cylinder.  One  such  boy,  after  pa 
tiently  doing  his  work  for  many  days,  contrived 
to  connect  this  stopcock  with  some  of  the  moving 
parts  of  the  engine,  by  a  wire,  in  such  a  manner, 
that  the  engine  itself  did  the  work  which  had 
been  intrusted  to  him ;  and  after  seeing  that  the 
whole  business  would  go  regularly  forward,  he  left 
the  wire  in  charge,  and  went  away  to  play.  Such 
is  the  story.  Now,  if  it  is  true,  how  much  pleasure 
that  boy  must  have  experienced  in  devising  and 
witnessing  the  successful  operation  of  his  scheme. 
Looking  at  an  object  to  be  accomplished,  or  an 
evil  to  be  remedied,  then  studying  its  nature  and 
extent,  and  devising  and  executing  some  means 
for  effecting  the  purpose  desired,  is,  in  all  cases,  a 
source  of  pleasure.  This  is  peculiarly  the  case 
with  experiments  upon  mind,  or  experiments  for 
producing  effects  through  the  medium  of  voluntary 
acts  of  the  human  mind,  so  that  the  contriver  must 
take  into  consideration  the  laws  of  mind  in  form 
ing  his  plans.  To  illustrate  this  by  rather  a  child 
ish  case  :  I  once  knew  a  boy  who  was  employed 
by  his  father  to  remove  all  the  loose  small  stones, 
which,  from  the  peculiar  nature  of  the  ground, 
had  accumulated  in  the  road  before  the  house. 
He  was  to  take  them  up,  and  throw  them  over 
into  the  pasture  across  the  way.  He  soon  got 
tired  of  picking  them  up  by  one  by  one,  and  sat 
down  upon  the  bank,  to  try  and  devise  some  better 
means  of  accomplishing  his  work.  He  at  length 
conceived  and  adopted  the  following  plan.  He 
set  up  in  the  pasture  a  narrow  board,  for  a  target, 
7 


74  LECTUKtiS    ON    SCHOOL-KEEPING. 

or,  as  boys  would  call  it,  a  mark ;  and  then, 
collecting  all  the  boys  of  the  neighborhood,  he 
proposed  to  them  an  amusement  which  boys  are 
always  ready  for,  —  firing  at  a  mark.  I  need  not 
say,  that  the  stores  of  ammunition  in  the  street 
were  soon  exhausted ;  the  boys  working  for  their 
leader,  when  they  supposed  they  were  only  finding 
amusement  for  themselves. 

The  teacher  has  the  whole  field  which  this  sub 
ject  opens,  fully  before  him.  He  has  human  nature 
to  deal  with  most  directly.  His  whole  work  is 
experimenting  upon  mind ;  and  the  mind  which  is 
before  him,  to  be  the  subject  of  his  operation,  is 
exactly  in  the  state  to  be  most  easily  and  pleas 
antly  operated  upon.  The  reason,  now,  why  some 
teachers  find  their  work  delightful,  and  some  find 
it  wearisomeness  and  tedium  itself,  is,  that  some  do 
and  some  do  not  take  this  view  of  their  work.  One 
instructor  is  like  the  engine-boy,  turning,  without 
cessation  or  change,  his  everlasting  stopcock,  in 
the  same  ceaseless,  mechanical,  and  monotonous 
routine.  Another  is  like  the  little  workman  in 
his  brighter  moments,  fixing  his  invention,  and 
watching  with  delight  its  successful  and  easy  ac 
complishment  of  his  wishes.  One  is  like  the 
officer,  driving  by  vociferation  and  threats,  and 
demonstrations  of  violence,  the  spectators  from 
the  galleries.  The  other,  like  the  shrewd  con 
triver,  who  converts  the  very  cause  which  was  the 
whole  ground  of  the  difficulty  to  a  most  successful 
and  efficient  cause  of  its  removal. 

These   principles   show  why  teaching   may  in 


LECTURES    ON    SCHOOL-KEEPING.  75 

some  cases  be  a  delightful  employment,  while  in 
others  its  tasteless  dulness  is  interrupted  by  nothing 
but  its  perplexities  and  cares.  The  school-room 
is,  in  reality,  a  little  empire  of  mind.  If  the  one 
who  presides  in  it  sees  it  in  its  true  light,  studies 
the  nature  and  tendency  of  the  minds  which  he 
has  to  control,  adapts  his  plans  and  his  measures 
to  the  laws  of  human  nature,  and  endeavors  to 
accomplish  his  purposes  for  them,  riot  by  mere 
labor  and  force,  but  by  ingenuity  and  enterprise, 
he  will  take  pleasure  in  administering  his  little 
government.  He  will  watch,  with  care  and  inter 
est,  the  operation  of  the  moral  and  intellectual 
causes  which  he  sets  in  operation,  and  find,  as  he 
will  accomplish  with  increasing  facility  and  power 
his  various  objects,  that  he  will  derive  a  greater 
and  greater  pleasure  from  his  work.  Now  when 
a  teacher  thus  looks  upon  his  school  as  a  field  in 
which  he  is  to  exercise  skill  and  ingenuity  and 
enterprise  ;  when  he  studies  the  laws  of  human 
nature,  and  the  character  of  those  minds  upon 
which  he  is  to  act ;  when  he  explores  deliberately 
the  nature  of  the  field  which  he  has  to  cultivate, 
and  of  the  objects  which  he  wishes  to  accomplish ; 
and  applies  means  judiciously  and  skilfully 
adapted  to  the  object ;  he  must  necessarily  take 
a  strong  interest  in  his  work.  But  when,  on  the 
other  hand,  he  goes  to  his  employment  only  to 
perform  a  certain  regular  round  of  daily  work, 
undertaking  nothing  and  anticipating  nothing  but 
this  dull  and  unchangeable  routine  ;  and  when  he 
looks  upon  his  pupils  merely  as  passive  objects,  of 


76  LECTURES    ON   SCHOOL-KEEPING. 

his  labors,  whom  he  is  to  treat  with  simple  indif 
ference  while  they  obey  his  commands,  and  to 
whom  he  is  to  apply  reproaches  and  punishment 
when  they  disobey ;  such  a  teacher  can  never 
take  pleasure  in  his  school.  Weariness  and  dul- 
ness  must  reign  in  both  master  and  scholars,  when 
things  as  he  imagines  are  going  right,  and  mu 
tual  anger  and  crimination  when  they  go  wrong. 

In  many  of  these  illustrations  may  be  seen  the 
value  of  the  talent  which  I  have  named.  I  might 
illustrate  in  many  other  ways,  but  shall  content 
myself  with  one  or  two. 

A  teacher  found  his  scholars  very  tardy  in  ar 
riving  at  school  in  the  morning.  He  reproved  it, 
but  the  evil  was  not  checked ;  he  threatened,  and 
even  punished  a  few,  but  it  grew  worse  and  worse, 
so  that  hardly  any  one  of  his  school  regulations 
could  be  fully  executed,  and  scarcely  one  of  his 
classes  was  ready  at  the  time  assigned  for  an 
exercise.  How  shall  the  evil  be  remedied  ?  He 
may  punish  them  more  severely.  But  then,  he 
has  business  for  the  day ;  besides,  the  scholars 
were  those  who  attended  school  most  of  the  year, 
and  did  not  realize  that  tardiness  was  a  crime  of 
much  magnitude,  or  the  occasion  of  much  loss. 
Inflicting  punishment  will  not  secure  the  removal 
of  the  evil.  Well,  then,  complain  to  the  parents, 
and  have  them  see  that  the  children  are  in  season ; 
but  the  parents  have  other  business,  more  than 
they  can  attend  to,  and  tell  the  teacher  he  is 
hired  to  take  care  of  the  children :  he  must  punish 
them,  or  contrive  some  other  way  to  make  them 


LECTURES    ON    SCHOOL-KEEPING.  77 

prompt.  What  shall  he  do  ?  After  losing  a 
night's  sleep  in  planning  and  thinking  over  the 
subject,  he  devises  this  plan  :  — 

I  will  mark  all  the  scholars  who  are  in  at  nine 
o'clock,  and  those  shall  be  dismissed  fifteen  minutes 
before  four  o'clock,  p.  M.  Those  who  come  in 
between  nine  and  fifteen  minutes  after,  shall  stay 
till  quarter  past  four  o'clock.  Those  not  in  then, 
and  that  are  in  at  half-past  nine,  shall  be  dismissed 
at  half-past  four,  and  those  who  enter  later,  not 
till  five  o'clock.  What  was  the  result?  Why, 
after  a  few  days,  all  were  in  at  nine,  or  before  that 
hour.  Scarcely  a  scholar  was  tardy. 

Now  this  teacher  had  a  serious  evil  to  over 
come,  but  he  contrived  to  make  the  children's  love 
for  play  the  means  of  correcting  it.  He  studied 
the  philosophy  of  mind,  and  by  this  means  was 
enabled  to  accomplish  his  object. 

Take  another  illustration.  A  teacher  in  the 
country  often  suffered  for  want  of  wood.  The 
parents  had  agreed  to  furnish  a  quarter  of  a  cord 
for  each  scholar.  One  wished  to  furnish  it  next 
week,  and  another  the  week  after,  etc.  The  supply 
was  irregular ;  the  scholars  were  cold ;  there  was 
danger  that  the  school  must  stop.  How  shall  the  evil 
be  remedied  ?  He  resorted  to  the  following  plan. 
He  went  to  a  bachelor  who  owned  a  good  team, 
and  bargained  with  him  for  as  much  wood  as  he 
should  need,  and  engaged  his  team  on  the  next 
Saturday,  to  draw  wood,  provided  he  should  need 
it.  On  Wednesday,  he  remarked  to  the  school, 
that,  as  they  had  been  troubled  about  wood,  he 


78  LECTURES    ON   SCHOOL-KEEPING. 

supposed  those  who  were  to  see  to  it  were  very 
much  engaged  in  other  business,  and  probably 
many  might  be  unable  to  procure  it  in  season.  It 
is  so  important  to  you  that  we  should  have  a 
supply  on  hand,  I  have  concluded  not  to  keep 
school  next  Saturday,  and  as  I  am  fond  of  a  day's 
exercise  now  and  then,  I  have  hired  Mr.  Willoby's 
team  to  draw  wood.  Perhaps  some  of  the  large 
scholars  will  be  willing  to  go  and  chop.  All  who 
can,  and  would  like  to  join  me,  may  tell  me  to 
morrow  morning. 

The  teacher  uttered  no  complaint,  spoke  in  his 
usual  good-natured  manner  ;  did  not  ask  the 
scholars  to  repeat  his  remarks  to  parents  or  others, 
but  just  told  his  plan  as  he  would  speak  of  any 
common  business  matter.  He  intended  to  do  as 
he  had  said,  if  there  should  be  an  occasion  for  it, 
and  he  meant  to  do  it  cheerfully.  But  he  ex 
pected  that,  if  the  people  of  the  district  were  like 
other  people,  this  course  would  bring  him  a  wood 
pile.  What  was  the  result  ?  The  scholars  men 
tioned  the  subject  incidentally  at  home,  and 
several  made  up  their  minds  to  join  the  "  wood- 
bee."  But  those  parents  who  were  in  fault  began 
to  think  about  it,  and  at  last  to  inquire,  "  How 
will  this  look,  and  how  will  it  sound,  that  the 
master  is  obliged  to  dismiss  his  school,  to  go  out 
and  get  up  wood  ?  "  It  did  not  seem  just  right, 
and  before  night  on  Friday,  there  was  a  generous 
woodpile  at  the  door  of  the  school-house,  and  all 
the  teacher  had  to  say  to  the  school  was,  merely, 
that  if  he  had  known  that  Thursday  and  Friday 


LECTURES    ON    SCHOOL-KEEPING.  79 

were  the  days  to  draw  the  wood,  he  should  not 
have  spoken  for  a  team  to  get  up  some.  The  next 
winter  the  wood  was  drawn  and  cut  up  before  the 
school  began. 

Now  this  teacher  knew  just  how  to  act  under 
existing  circumstances,  and  to  act  in  a  judicious 
manner  in  regard  to  them.  But  had  he  complained, 
spoken  unkindly  about  the  parents,  etc.,  it  is  not 
probable  that  the  woodpile  would  have  been  found 
there. 

The  still  small  voice  often  accomplishes  what 
the  earthquake,  fire,  wind,  and  tempest  fail  to  do. 
Young  ladies  and  gentlemen,  study  this  subject. 
There  is  always  some  way  to  turn  in  every  exigen 
cy.  Let  me  add  one  word  of  advice  on  all  such 
occasions.  Be  CALM,  be  GOOD-NATURED,  and  then 
go  to  work  in  earnest.  A  mountain  may  be  tun 
nelled  that  cannot  be  removed. 


LECTURE  V. 

YOUNG  LADIES  AND  GENTLEMEN  :  — 

IN  previous  Lectures,  I  have  spoken  of  qualifi 
cations  of  teachers,  with  regard  to  several  things 
which  have  no  very  direct  reference  to  literary 
attainments.  The  suggestions  of  several  of  those 
elements  of  character,  necessarily  imply  the 
duties  devolving  on  instructors.  In  this  and 


80  LECTURES    ON   SCHOOL-KEEPING. 

following  Lectures,  I  design  to  speak  of  those 
qualifications  which  have  more  particular  refer 
ence  to  literature  and  science,  in  connection  with 
the  best  modes  of  communicating  instruction. 

In  conducting  the  studies  of  those  qualifying 
themselves  to  become  instructors,  I  have  uniformly 
recommended  that  every  branch  should  be  studied 
with  reference,  not  only  to  obtaining  a  thorough 
knowledge  of  that  particular  subject,  but  its  rela 
tion  to  other  branches,  and  also  the  best  mode  of 
teaching  it.  This  course  I  most  earnestly  recom 
mend  to  you.  Many  who  teach  fail  of  success, 
because,  while  they  attempted  to  acquire  a  knowl 
edge  of  a  particular  branch,  so  as  to  understand  it 
themselves,  they  neglected  to  investigate  its  rela 
tions  to  other  branches,  and  to  inquire,  how  most 
successfully  to  communicate  a  knowledge  of  it  to 
others.  Those  who  would  teach  well,  ought  not  only 
to  be  familiar  with  the  subject,  but  know  how  to 
impart  that  knowledge  to  others  in  the  shortest 
time  and  the  most  thorough  manner. 

The  number  of  branches  specified  by  the  law 
establishing  district  or  common  schools,  is  gener 
ally  limited  to  spelling,  reading,  writing,  arithme 
tic,  geography,  and  English  grammar.  In  some 
instances,  history  of  the  United  States  is  very 
properly  included.  But  allow  me  to  state  here, 
that  a  thorough  knowledge  of  these  particular 
branches  requires  familiarity  with  several  others. 
Ability  to  give  instruction  in  these,  in  the  best 
manner,  is  only  acquired  by  those  who  have  made 
other  attainments.  As  teachers  of  primary  schools, 


LECTURES    ON   SCHOOL-KEEPING.  81 

from  the  nature  of  their  employment,  must  ordina 
rily  lay  the  foundation  on  which  those  who  come 
after  them  are  to  build,  they  should  be  familiar 
with  the  first  principles  of  science.  They  should 
know  both  what  to  teach,  and  how  to  teach,  each 
particular  branch  in  the  best  manner.  But  with 
regard  to  this  general  qualification,  there  is,  I  am 
obliged  to  say,  general  deficiency.  This  is  more 
apparent  with  regard  to  some  branches  than 
others  ;  most  common,  with  regard  to  spelling  arid 
reading.  Why  it  is  so,  I  can  hardly  assign  a 
reason,  but  I  am  obliged  to  say,  that,  among 
thousands  of  scholars  who  have  been  under  my 
instruction,  I  have  found  but  a  limited  number, 
who  have  been  willing  to  take  the  pains  necessary 
to  become  good  spellers  and  good  readers.  I 
have  no  doubt  this  has  been  the  experience  of 
other  teachers.  I  have  found  in  my  visits  to 
primary  schools  generally,  greater  deficiency  in 
the  method  of  teaching  reading  than  any  other 
branch. 

The  author*  of  the  English  "  School  Teacher's 
Manual"  remarks,  and  certainly  riot  without  suf 
ficient  reason  :  "  It  has  been  observed  that  very 
few  persons  read  well !  To  read  simply  and 
naturally,  with  animation  and  expression,  is  indeed 
a  high  and  rare  attainment.  What  is  generally 
called  good  reading  is,  in  fact,  the  very  worst  kind 
of  reading ;  I  mean,  that  which  calls  the  attention 
of  the  auditor  from  the  subject  of  discourse,  to 
the  supposed  taste  and  skill  of  the  person  who  is 

*  Rev.  Henry  Dunn. 


82  LECTURES    ON    SCHOOL-KEEPING. 

pronouncing  it  Ars  est  celare  artena  ;  the  perfec 
tion  of  art,  is  to  conceal  art.  The  best  window  is 
that  which  least  intercepts  the  prospect ;  and  he 
is  the  best  reader,  who  brings  before  us  the  mind 
of  the  author,  unincumbered  by  the  tints  and  tra 
cery  of  his  own  style  and  manner.  Still,  it  must 
be  remembered  that,  with  most  persons,  reading  is 
an  art.  The  best  readers  are  those  who  have 
most  diligently  studied  their  art;  studied  it  so  well, 
that  you  do  not  perceive  they  have  ever  studied 
it  at  all.  You  so  thoroughly  understand,  and  so 
sensibly  feel,  the  force  of  what  they  say,  that  you 
never  think  for  a  moment  how  they  are  saying  it, 
and  you  never  know  the  exact  extent  of  your 
obligation  to  the  care  and  labor  of  the  elocutionist. 
In  many  schools,  little  can  be  done  beyond  teach 
ing  the  pupil  to  read  in  a  plain  and  intelligent 
manner ;  to  pronounce  with  general  correctness, 
and  to  avoid  offensive  tones." 

But  if  this  is  all  that  can  be  secured  in  any 
English  schools,  it  is  not  all  that  ought  to  be  done 
in  our  schools.  The  time  that  most  scholars  are 
allowed  to  attend  school  is  amply  sufficient,  if  they 
are  properly  instructed,  to  secure  much  more  than 
this.  But  less  than  this  is  actually  accomplished, 
in  the  majority  of  our  best  schools  and  best  dis 
tricts.  So  far  as  it  depends  on  you,  let  this  re 
proach  cease.  Qualify  yourselves  to  read  well, 
and  then  to  teach  others  how  to  do  so.  Ability 
to  read  well  is  a  rare  attainment,  and  because  it 
is  so,  it  claims  the  more  attention  on  the  part  of 
instructors. 


LECTURES    ON    SCHOOL-KEEPING.  83 

Few  intend  to  offer  their  services  as  school 
teachers  till  they  have  made,  at  least  in  their  own 
view,  respectable  attainments  in  arithmetic,  geog 
raphy,  and  in  English  grammar.  A  knowledge 
of  these  branches  all  regard  as  essential.  Most 
are  able  to  sustain  a  reputable  examination  in 
arithmetic  and  grammar.  In  geography,  there  is 
greater  deficiency,  owing  more  to  defect  in  the 
text-books  used,  and  to  the  mode  of  teaching 
adopted,  than  to  negligence  on  the  part  of  can 
didates.  The  great  error  is,  an  attempt  is  made 
to  acquire  so  much,  that  nothing  is  thoroughly 
learned.  Most  who  study  geography,  attempt 
to  acquire  a  knowledge  of  so  many  things,  that 
they  fail  of  gaining  a  thorough  knowledge  of  any. 
Much  time  is  nearly  wasted  in  this  way ;  and  the 
evil  is  continued  from  year  to  year,  because  the 
origin  of  it  seems  not  to  be  generally  appre 
hended. 

On  the  subject  of  writing,  I  am  sorry  to  be 
constrained  to  say,  few  only  are  willing  to  qualify 
themselves  to  teach  ;  few  only  are  willing  to  take 
the  necessary  pains  to  become  good  or  elegant 
chirographers.  On  this  subject,  however,  what  I 
wish  to  say  will  be  more  appropriate  in  sugges 
tions  on  the  mode  of  teaching. 

With  a  knowledge  of  the  subjects  before  men 
tioned,  teachers  may  be  enabled  to  answer  the 
letter  of  the  law.  But  it  seems  plain  to  me,  that 
some  other  branches  are  requisite,  in  order  that 
they  may  be  properly  qualified  to  engage  in 
directing  the  studies  and  disciplining  the  minds 
of  the  young. 


84  LECTURES    ON   SCHOOL-KEEPING. 

Among  these,  I  shall  mention  some  acquaint 
ance  with  natural  history,  the  constitution  of  the 
United  States,  and  of  the  State  in  which  they 
live  ;  rhetoric,  natural  philosophy,  chemistry,  and 
moral  philosophy. 

Some  knowledge  of  natural  history  is  impor 
tant,  to  enable  teachers  to  make  other  exercises 
more  interesting.  Geography  has  relation  to 
botany,  mineralogy,  conchology,  and  zoology. 
Much  interesting  and  valuable  instruction  on 
these  subjects  may  be  imparted  by  teachers,  not 
only  without  hindering  progress  in  other  branches, 
but  making  it  more  rapid. 

No  subjects  present  greater  attractions  to  the 
young  mind,  or  are  better  calculated  to  cultivate 
habits  of  thought  and  investigation.  Such  an  ac 
quaintance  with  these  sciences,  as  will  enable  you 
to  present  their  most  interesting  features,  will  pre 
pare  you  to  converse  with  your  pupils  on  a  variety 
of  interesting  and  important  topics.  By  this  they 
may  be  led  to  examine,  compare,  and  think  for 
themselves,  and  take  lessons  from  almost  every 
object  around  them.  A  picture  has  charms  for 
children  found  in  few  other  things.  They  usually 
listen  to  simple  and  intelligible  descriptions  of 
the  objects  of  which  they  have  any  knowledge 
with  great  satisfaction.  Seldom  will  a  child  be 
found,  who  is  not  willing  to  leave  his  play,  to  hear 
you  tell  a  story  about  a  mineral,  an  animal,  or 
even  an  insect.  I  have  often  seen  children  three 
or  four  years  old,  listen  to  a  story  on  some  subject 
in  natural  history,  with  an  eagerness  of  attention 


LECTURES    ON   SCHOOL-KEEPING.  85 

not  surpassed  by  those  of  any  age.  You  have 
observed  in  children,  the  pleasure  with  which  they 
hear  the  stories  of  the  nursery.  If  this  curiosity, 
this  passion  for  novelty,  thus  early  developed,  re 
ceive  a  right  direction  from  teachers,  it  may  be 
made  a  powerful  instrument  for  good.  But  if 
there  is  a  deficiency  of  the  requisite  knowledge  ; 
if  teachers  have  not  materials  in  their  minds,  by 
the  aid  of  which  they  may  make  such  communi 
cations  instructive  as  well  as  interesting,  they 
must  lose  many  opportunities  of  usefulness. 

Teachers  should  be  familiar  with  the  constitu 
tion  of  the  United  States,  because  it  is  necessary 
frequently  to  refer  the  young  to  the  Bill  of  Rights, 
by  which  their  privileges  are  secured.  The  ear 
lier  children  are  made  acquainted  with  this,  the 
more  likely  will  they  be  to  respect  the  law,  and 
yield  a  cheerful  obedience  to  it.  It  is  important 
that  every  child  should  be  told  something  of  the 
constitution  of  his  own  State.  The  instructor 
should  be  acquainted  with  it,  in  order  to  call  the 
attention  of  youth  to  those  subjects  in  which  they 
have  a  common  interest.  If  Hannibal  was  old 
enough  at  nine  years  of  age,  "  to  take  an  oath 
that  he  would  never  be  at  peace  with  the  Romans," 
our  children,  at  school,  are  old  enough  to  have 
their  attention  turned  to  the  principles  of  the  gov 
ernment  which  they  are  to  support. 

Rhetoric  is  a  subject  with  which  the  instructor 
ought  to  be  acquainted,  because  he  ought  to  assist 
his  scholars  in  arranging  their  thoughts  in  sen 
tences,  and  committing  them  to  paper.  The  older 
8 


86  LECTURES    ON    SCHOOL-KEEPING. 

scholars,  in  all  our  schools,  should  be  instructed  in 
letter-writing  and  composition.  To  be  able  to 
write  a  letter,  or  to  express  one's  thoughts  on  any 
subject  that  may  claim  attention,  is  highly  impor 
tant.  It  is  what  every  one  will,  more  or  less  fre 
quently,  have  occasion  to  do.  If  some  attention 
be  not  given  to  this,  at  school,  there  will  be  mor 
tification  and  regret  in  after  life.  Our  children 
ought  to  be  taught  that  at  school,  which  they  will 
most  need  in  the  common  business  and  duties  of 
manhood.  A  knowledge  of  rhetoric  is  necessary 
to  enable  teachers  to  correct  the  compositions  of 
their  scholars,  and  to  give  them  such  rules  for  the 
arrangement  of  sentences,  as  shall  be  a  guide  to 
them  in  their  early  efforts. 

Some  acquaintance  with  natural  philosophy, 
and  the  first  principles  of  chemistry,  enables  the 
instructor  to  explain  to  pupils  many  facts  which 
will  rouse  their  (furiosity,  and  excite  a  thirst  for 
more  knowledge  on  these  interesting  subjects. 
Many  facts  are  frequently  observed  by  young 
children,  the  reason  of  which  they  are  not  able  to 
understand,  but  which  they  have  capacity  to  com 
prehend,  if  a  familiar  illustration  were  given. 
Those  appearances,  frequently,  which  excite  no 
attention,  on  account  of  their  commonness,  would 
awaken  very  high  interest,  if  explained  in  a  fami 
liar  manner.  Such  are  the  turning  of  a  wheel, 
the  power  of  a  wedge,  or  screw,  the  freezing  of 
water,  the  formation  of  clouds,  rain,  and  snow, 
the  transmission  of  sound,  etc.,  etc.  What  the 
young  most  need,  is,  to  learn  how  to  learn  :  to 


LECTURES    ON    SCHOOL-KEEPING.  87 

think,  and  to  investigate  for  themselves.  What 
ever  serves  to  form  a  habit  of  reflection  is  of  in 
calculable  importance.  By  some  simple  illustra 
tion,  the  attention  of  the  child  may  often  become 
interested,  and  a  train  of  thoughts  excited,  not 
less  important  to  himself,  than  that  sublime  theory 
suggested  to  Newton  by  the  fall  of  an  apple.  In 
structors  have  many  opportunities  to  direct  the 
attention  of  their  scholars  to  the  first  principles  of 
natural  science,  without  diverting  it  from  other 
subjects  of  study.  He  should  certainly  possess 
that  knowledge  of  these  branches  which  will  en 
able  him  thus  to  impart  instruction  and  delight  to 
those  under  his  care. 

I  mentioned  moral  philosophy  as  one  of  the 
branches  with  which  instructors  should  be  fami 
liar.  I  am  well  aware  that  this  study  is  much 
neglected.  Eut  having  been  neglected  hereto 
fore,  furnishes  no  reason  why  it  should  be  neglect 
ed  still.  If  a  man  were  guided  by  instinct  alone, 
to  the  attainment  of  his  best  good,  the  theory  of 
morals  would  be  less  important.  Every  one  knows 
he  may  fail  of  this,  either  by  inaction  or  by  ill- 
directed  effort.  "  He  finds  himself  led  astray  by 
his  passions  ;  and  he  looks  in  vain,  for  a  safe 
guide,  to  the  example  of  others.  It  is,  then,  the 
dictate  of  wisdom,  to  inquire  by  what  means  these 
wayward  propensities  may  be  subdued,  and  the 
feet  be  guided  in  the  paths  of  peace.  Happy  are 
they  who  are  led  to  make  this  inquiry  in  their 
early  years.  Happier  are  they,  whom  the  hand 
of  instruction,  before  they  are  able  to  make  the 


88  LECTURES    ON    SCIIOOL-KEEPINO. 

inquiry  for  themselves,  has  been  guiding  in  the 
path  of  knowledge  and  virtue."  *  This  is  the 
appropriate  work  of  the  parent  and  the  primary 
school  teacher.  But,  alas,  how  many  parents 
wholly  neglect  it !  Hence  a  greater  responsibil 
ity  devolves  on  the  teacher.  "  Moral  philosophy," 
says  Dr.  Paley,  "  is  that  science  which  teaches 
men  their  duty,  and  the  reasons  of  it."  This, 
then,  is  the  knowledge  u  which  the  young  most 
need,  and  which  the  friendly  instructor  should 
sedulously  impart.  It  is  this,  "  which  tends  to 
recall  us  from  low  pursuits ;  to  fix  our  affections 
on  better  objects ;  to  form  us  to  such  a  character, 
and  direct  us  to  such  a  course  of  conduct,  as  will 
secure  the  divine  approbation,  and  be  most  pro- 
motive  of  our  own  happiness  and  that  of  the  com 
munity  of  which  we  are  members.  It  teaches  a 
knowledge  of  ourselves,  of  human  nature  in  gen 
eral,  of  our  Creator,  and  of  the  relations  we  sustain 
to  him,  and  to  our  fellow-creatures."  Can  any 
one,  then,  be  properly  qualified  to  train  the  infant 
mind,  who  has  not  some  acquaintance  with  this 
science  ? 

I  am  aware  that,  in  the  foregoing  remarks  on 
the  qualifications  of  teachers,  some  may  think  the 
standard  too  elevated.  But  it  will  be  said  by 
none,  surely,  who  have  carefully  investigated  the 
necessities  of  the  rising  generation,  or  the  influence 
for  good  or  evil  primary  teachers  exert.  I  have 
not  placed  the  standard  too  high,  when  it  is  borne 

*  Parkhurst. 


LECTURES    ON    SCHOOL-KEEPING.  89 

in  mind  that  "  teachers  are  in  danger  of  mistak 
ing  the  end  and  object  of  education,  supposing  it 
to  consist  in  a  mere  attainment  of  knowledge,  or 
the  treasuring  up  of  the  opinions,  sayings,  or  doings 
of  others,  irrespective  of  their  use  or  application. 

"  Education  consists  in  the  formation  of  the 
character  ;  and  a  good  education  involves  the  right 
development,  cultivation,  and  direction,  of  all 
man's  powers ;  physical,  intellectual,  and  moral. 
It  implies  not  only  instruction  in  all  the  branches 
of  knowledge  which  are  necessary  to  useful  and 
efficient  action,  in  the  sphere  of  the  individual ; 
but  it  must  also  include  the  physical  training  which 
is  to  render  the  body  capable  of  executing  the 
purposes  of  the  soul ;  and  the  skill  which  is  requi 
site,  in  order  to  apply  our  knowledge  and  strength 
to  the  very  best  advantage ;  and  above  all,  the 
moral  training,  by  which  the  character  and  direc 
tion  of  our  efforts  are  to  be  decided."  * 


LECTUEE  VI. 

YOUNG  LADIES  AND  GENTLEMEN  :  — 

SEVERAL  other   topics   demand   consideration. 

To  these  allow  me  to  ask  special  attention. 

1.  Employ  all  available  means  to  become  tho- 

*  Galloup. 


90  LECTURES    ON    SCHOOL-KEEPING. 

roughly  acquainted  with  the  nature  of  your  duties 
and  responsibilities. 

This  is  important,  first,  to  your  personal  enjoy 
ment.  We  cannot  be  happy,  when  we  do  not 
know  what  to  do,  or  how  to  act.  To  engage  in  a 
business  of  which  you  have  no  adequate  idea,  must, 
therefore,  subject  you  to  much  unhappiness.  The 
situation  of  an  instructor  is  very  responsible.  It 
is  exceedingly  important  that  you  should  be  ac 
quainted  with  the  nature  and  amount  of  this  re 
sponsibility,  and  of  the  leading  duties  which  will 
devolve  on  you,  when  placed  at  the  head  of  a 
school.  Without  some  knowledge  of  the  duties 
you  have  to  perform,  the  perplexities  and  difficul 
ties  that  may  arise,  and  the  constant  care  that 
must  then  press  upon  you,  you  cannot  but  expe 
rience  much  inquietude  and  uneasiness.  The 
very  different  temperaments. of  those  you  have  to 
teach  and  govern,  and  the  wide  difference  of  treat 
ment  they  have  received  from  parents  at  home, 
may  give  you  much  trouble,  if  you  awake  to  the 
reality  of  your  situation  only  when  a  mountain  of 
care  presses  upon  you. 

Form  not  expectations  that  cannot  be  realized, 
for  disappointment  will  not  only  make  you  unhappy 
at  the  time,  but  will  unfit  you  for  the  duties  press 
ing  at  the  moment.  The  nature  of  your  business 
should,  as  far  as  possible,  be  learned  beforehand. 
This  is  dictated  by  reason,  and  experience  certainly 
confirms  it.  No  one  engages  in  any  department 
of  manual  labor,  till  he  has  gained  some  knowledge 
of  its  details.  No  one  commences  a  journey,  till 


LECTURES    ON    SCHOOL-KEEPING.  91 

has  learned  the  direction  he  is  to  go,  and  the 
probable  character  of  the  road,  and  of  the  people 
he  is  to  find  upon  the  way.  No  one  proposes  emi 
gration  to  a  distant  part  of  the  country,  till  he  has 
made  diligent  inquiry  as  to  the  conveniences  and 
privileges,  as  well  as  the  privations  and  hardships, 
which  will  attend  a  removal.  u  Who  goeth  a  war 
fare,  till  he  has  counted  the  cost  ?  or  begins  to 
build  a  temple,  till  he  has  considered  whether  he 
be  able  to  finish  it  ?"  The  reason  is  obvious. 
When  we  expect  hardship,  we  are  prepared  to 
endure  it  with  patience ;  when  we  look  for  trial, 
we  can  meet  it  with  comparative  composure.  If 
I  foresee  that  the  journey  I  am  to  take  will  be 
attended  with  great  fatigue,  I  can  bear  it  without 
complaint.  If  I  expect  the  road  I  am  to  travel 
is  one  of  exceeding  roughness,  I  can  endure  its 
asperities  without  a  murmur. 

But  if  on  the  other  hand  I  expect  a  distance  of 
ten  miles  and  it  proves  fifteen,  if  I  expect  a  good 
road  and  it  proves  a  bad  one,  it  will  appear  both 
longer  and  worse  than  it  really  is ;  and  what  I 
might  have  borne  with  composure  if  anticipated, 
I  cannot  endure  without  disquietude  and  disap 
pointment.  If  I  expect  to  arrive  at  home  in  an 
hour,  and  it  take  two,  the  last  hour  will  seem 
longer  than  two,  ordinarily ;  for  I  am  disappoint 
ed,  and  disappointment  makes  me  unhappy.  It 
gives  everything  around  me  an  unpleasant  aspect. 

In  the  same  way,  disappointment  in  regard  to 
the  nature  of  your  business  as  teachers,  will  have 
an  important  effect  on  your  enjoyment.  For,  if 


92  LECTURES    ON    SCHOOL-KEEPING. 

you  form  only  ideal  notions  ;  if  you  expect,  in 
spite  of  evidence  to  the  contrary,  that  everything 
will  be  "  perfectly  pleasant ;"  if  you  suppose  the 
labor  to  be  performed  easy,  and  nothing  to  render 
it  difficult  and  disagreeable,  you  will  be  entirely 
unprepared  to  bear  the  trials  invariably  attendant 
upon  it.  When  these  trials  come,  you  will  expe 
rience  disappointment,  which  will  make  you  un 
happy  at  the  time,  and  of  course  unfit  you  for  the 
duties  of  the  hour.  In  a  discontented  state,  you 
are  not  prepared  to  proceed  with  that  which,  at 
another  time,  might  be  perfectly  easy.  Nor  are 
you  prepared,  in  this  state,  to  enjoy  what  is  usually 
pleasant  and  agreeable.  It  is  generally  true,  that 
we  bear  unexpected  difficulties  with  far  less  com 
posure  than  when  we  had  anticipated  them,  and 
of  course  made  up  our  minds  to  bear  them. 

I  do  not  assert  that  you  can  learn  everything 
fully,  in  regard  to  the  nature  of  your  employment, 
without  experience.  It  is  not  possible,  in  this  or 
other  callings.  The  physician,  attorney,  and  min 
ister,  do  not  expect  it.  But  they  still  use  all 
the  means  within  their  reach,  to  become  acquaint 
ed  with  the  nature  of  their  several  professions,  as 
far  as  may  be,  before  entering  upon  them.  This 
is  as  necessary  for  the  teacher  as  for  them. 

Do  you  inquire  how  this  can  be  done  ?  I  would 
say,  first,  read  whatever  has  been  written  to  which 
you  can  gain  access.  Within  a  few  years,  the 
periodical  press  has  furnished  much  that  is  val 
uable.  All  the  publications  of  the  American  In 
stitute  of  Instruction  are  highly  valuable,  as 
before  intimated. 


LECTURES    ON    SCHOOL-KEEPING.  93 

Again,  you  may  learn  something  of  your  busi 
ness,  by  observing  the  peculiarities  of  children. 
They  are  men  in  miniature.  Like  men,  they  have 
their  prepossessions  and  aversions.  Some  that 
come  under  your  care  have  been  governed  at 
home  ;  others  have  not.  Recur  again  to  the  re 
marks  in  a  previous  Lecture  on  these  diversities, 
and  especially  on  precocity  and  dulness.  You 
may  derive  assistance  also,  in  learning  the  nature 
of  your  business,  by  reflecting  on  the  great  va 
riety  of  character  among  parents.  Some  will  wish 
you  to  govern  the  school,  others  will  wish  to  gov 
ern  you.  One  parent  wishes  you  to  be  very  strict, 
another  to  be  very  lenient.  Some  will  wish  you 
to  use  the  rod  with  your  scholars,  others  dread 
nothing  so  much  as  that  their  favorite  children 
should  feel  the  "  rod  of  correction."  Some  will 
wish  you  to  pursue  a  certain  mode,  others  will  be 
strong  advocates  for  a  system  entirely  different. 
Some  will  wish  you  to  close  early,  others  will  fear 
that  you  will  not  keep  your  "  hours."  One  will 
admonish  you  to  show  no  partiality,  and  another 
will  solicit  very  particular  attention  to  his  children. 
Mr.  A  is  willing  to  trust  the  school  entirely  to 
your  management,  while  Mr.  B  is  very  jealous, 
lest  you  assume  more  than  your  "  delegated"  au 
thority.  Some  will  be  very  anxious  to  have  the 
school  successful,  others  will  be  entirely  indifferent. 
Some  will  cheerfully  furnish  all  the  necessary 
books,  while  others  will  think  it  enough  to  send 
their  children  to  school  without  any,  or  with  such 
as  are  entirely  unfit  for  use.  Some  will  be  ready 


94  LECTURES    ON    SCHOOL-KEEPING. 

to  listen  to  every  complaint  of  their  children,  and 
others  will  teach  them  to  "  tell  no  tales  out  of 
school.''  The  wealthy  may  perhaps  think  their 
children  entitled  to  more  attention  than  those  of 
the  poor,  and  the  latter  may  be  ready  to  imagine 
such  a  distinction  is  made,  even  if  none  really  ex 
ist.  In  this  enumeration,  I  have  not  mentioned  a 
single  thing  which  I  have  not  had  personal  opportu 
nity  to  observe ;  and  in  regard  to  many  of  them,  have 
noticed  the  same  thing  in  many  different  places. 
This  diversity  among  children  and  among  parents, 
renders  it  very  necessary  for  you  to  reflect  much, 
on  the  manner  of  securing  that  influence  with 
both  which  will  enable  you  to  benefit  all  in  the 
greatest  degree.  You  must  be  prepared  to  govern 
your  scholars  at  school,  and  may  often  find  it 
necessary  to  exert  nearly  as  much  influence  with 
parents  as  with  them. 

You  may  also  learn  something  of  the  nature  of 
your  business,  by  frequent  conversation  with  older 
teachers.  They  will  be  able  to  impart  to  you  the  re 
sults  of  their  own  experience.  Be  not  disheartened, 
if  they  tell  you  of  "  strong  prejudice"  against  every 
innovation  which  you  may  find  it  necessary  to 
make  ;  that  with  some,  reason  is  but  a  name,  and 
that  every  attempt  to  influence  them  by  it  will  be 
as  unsuccessful  as  that  of  Canute  to  rule  the  sea. 
"  There  is,"  they  will  tell  you,  "  an  almost  univer 
sal  disposition  to  believe,  that  books  for  study, 
methods  of  learning  and  teaching,  common  long 
ago,  must  be  as  good,  at  least,  as  any  now  in  use. 
The  spirit  of  inquiry,  awakened  within  a  few 


LECTURES    ON   SCHOOL-KEEPING.  95 

years  past,  is  entirely  unknown  to  the  great  mass 
of  the  people,  who  read  but  little,  and  have  had 
no  opportunity  to  investigate  the  character  of  pro 
posed  improvements,  or  to  witness  the  results  of 
successful  experiments." 

2.  Another  duty  devolving  on  you  is,  to  ascer 
tain  the  best  mode  of  communicating  instruction. 
An  English  writer  remarks:  "  You  will  readily 
perceive  that  this  is  an  attainment  perfectly  dis 
tinct  from  any  particular  plan  or  system ;  and  also 
a  very  different  thing  from  what  is  usually  termed 
tact  in  teaching.  It  is,  in  fact,  the  art  of  so  com 
municating  knowledge,  that  the  pupil  shall,  as  far 
as  possible,  comprehend,  in  all  its  relations,  the 
truth  sought  to  be  imparted ;  and  that,  associating 
what  is  thus  received  with  other  and  previous  ac 
quisitions,  he  may  be  led  at  one  and  the  same 
time  to  cultivate  his  original  faculties,  and  to  store 
his  mind  richly  and  permanently  with  valuable 
facts.  This  is  what  I  mean  by  the  c  art  of  teach 
ing,'  a  talent  which  few  naturally  possess,  but 
which  may  doubtless  be  acquired  by  the  careful 
and  diligent  study  of  the  human  mind,  in  connec 
tion  with  a  moderate  share  of  '  practice.' 

"The  use  of  this  latter  word  suggests  an 
analogy,  which  certainly  to  some  extent  subsists 
between  the  profession  of  teaching  and  that  of 
medicine.  He  who  would  be  an  accomplished 
physician,  must  study  principles,  as  well  as  '  see 
cases  ;'  and,  in  like  manner,  he  who  would  be  a 
useful  teacher,  must  look  beyond  the  systems  to 
the  principles  on  which  they  rest.  The  man  who 


96  LECTURES    ON    SCHOOL-KEEPING. 

thinks  himself  qualified  to  teach,  merely  because 
he  has  observed  others  teaching  on  a  particular 
plan,  is  just  as  much  an  empiric  as  the  medical 
pretender,  whose  course  of  study  has  been  limited 
to  occasional  walks  through  the  wards  of  an  hospi 
tal.  It  was  in  connection  with  this  view  of  the 
subject  (its  relation  to  the  philosophy  of  the 
human  mind),  that  Dr.  Thomas  Brown  of  Edin 
burgh,  spoke  of  the  art  of  teaching  as  '  the  no- 
blest,  and,  in  proportion  to  its  value,  the  least 
studied,  of  all  the  arts/  When  examined  in  this 
light,  it  cannot  fail,  I  think,  to  be  recognized  as 
an  attainment  worthy  of  patient  study  and  earnest 
attention. 

"  Actuated  by  a  sincere  desire  to  communicate 
instruction  in  the  best  possible  way,  if,  when  en 
tering  your  school-room,  perplexed  and  harassed 
by  the  waywardness  and  indifference  of  your  pu 
pils  ;  in  this  state  of  mind,  you  put  the  question, 
'  What  can  I  do  to  excite  attention,  to  stimulate 
dulness,  to  awaken  effort?'  I  reply,  as  prelimi 
nary,  indeed,  to  everything  else,  bring  distinctly 
before  your  own  mind  the  well-known  fact,  that 
children  delight  as  much  in  exercising  their  minds 
as  their  limbs  ;  provided  only  that  which  is  pre 
sented  to  them  be  suited  to  their  capacities,  and 
adapted  to  their  strength. 

"It  is  a  great  mistake  to  suppose,  as  many  do, 
that,  in  order  to  make  learning  pleasant  to  the 
young,  difficulties  must  as  much  as  possible  be  re 
moved  out  of  the  way.  On  the  contrary,  it  is  in 
teaching  them  to  overcome  difficulties  that  we  shall 


LECTURES   ON   SCHOOL-KEEPING.  97 

be  most  likely  to  create  the  interest  we  are  so  de 
sirous  of  calling  forth.  As  a  general  rule,  it 
should  be  the  care  of  a  teacher  to  supply  his  pu 
pils,  from  day  to  day,  with  a  succession  of  topics, 
somewhat  beyond  their  knowledge  without  being 
above  their  comprehension" 

Many  have  appeared  to  imbibe  the  sentiment, 
that  the  whole  business  of  instruction  consists  in 
keeping  order  in  the  school- room,  and  going 
through  a  daily  round  of  exercises  in  reading, 
spelling,  and  writing,  perhaps  furnishing  copies, 
making  pens,  and  performing  certain  operations 
in  arithmetic,  which  the  students  may  not  be  able 
to  perform  themselves.  But  all  this  has  little 
better  claim  to  the  name  of  teaching,  than  the 
chatter  of  a  magpie  to  language.  Such  a  course 
may  be  as  mechanical  as  the  operation  of  a 
machine.  Let  it  be  well  fixed  in  your  mind,  that 
to  teach,  is  to  communicate  ideas.  It  is  indispen 
sable  that  you  should  be  understood.  The  words 
of  an  experienced  teacher*  are  in  point :  "  Use 
language  that  your  scholars  can  understand.  Let 
your  illustrations  be  drawn  from  topics  within  their 
knowledge.  It  is  entirely  out  of  place,  in  a 
common  elementary  school,  to  use  the  language 
of  a  professor  in  the  university,  or  to  affect  the 
use  of  terms  understood  only  by  the  more  ad 
vanced  student.  If  you  teach  children,  use  the 
language  of  children.  Let  it  be  pure  and  gram 
matical  ;  but  you  convey  no  instruction,  if  it  be 
above  their  comprehension.  When  you  compare 

*  Mr.  Rand. 


98  LECTURES   ON   SCHOOL-KEEPING. 

a  thing  unknown  with  another  thing  equally 
unknown,  how  can  the  child  be  the  wiser  for  it? 
In  talking  with  your  scholars,  use  their  own 
phraseology,  and  condescend  to  their  capacities." 
Teachers  should  put  themselves  in  the  place  of  the 
child,  and  then  inquire  what  course  it  would  be 
necessary  for  them  to  take,  to  gain  a  knowledge 
of  any  subject  with  which  they  are  not  familiar. 
No  means  within  your  reach,  for  learning  the 
nature  of  your  business,  should  be  left  unemployed. 
If  all  which  are  desirable  are  not  accessible,  those 
which  are  should  be  used  with  the  greater  fidelity. 

8.  Consider  the  responsibility  of  the  station 
you  are  to  occupy.  If,  in  deciding  to  devote 
yourself  to  the  emplojnnent  of  teaching,  you  have 
been  excited  by  the  hope  that  it  will  be  less  ardu 
ous  than  other  employments  in  which  you  might 
have  engaged,  you  have  doubtless  mistaken 
the  nature  of  its  duties  and  cares,  and  the  very 
first  day  of  your  trial  will  dissipate  the  delusion. 
The  sight  of  a  company  of  blooming  children  and 
youth,  "  awed  by  your  presence,  waiting  for  your 
directions,  and  turning  their  inquiring  eyes  on 
you,  to  guide  them  in  acquiring  knowledge  and 
forming  habits,"  will  tell  you,  in  language  more 
forcible  than  any  I  can  use,  that  on  you  devolves 
an  arduous  task ;  to  you,  parents  are  confiding  an 
important  trust ;  to  you,  your  country  is  commit 
ting  a  solemn  charge. 

The  responsibility  of  your  situation  may  be 
realized  in  some  measure,  by  considering  that 
children  have  minds  naturally  dark,  which  are  to 


LECTURES    ON    SCHOOL-KEEPING.  99 

be  enlightened,  —  are  ignorant  of  that  which  they 
most  need  to  know,  and  must  be  instructed.  They 
are  tender  twigs,  ready  to  receive  any  direction 
that  may  be  given  them.  They  are  miniature 
men,  destined  soon  to  occupy  the  places  of  those 
who  are  now  active  on  the  stage  of  life.  Yes,  in 
the  little  community  with  which  you  are  surround 
ed,  there  may  be  a  "Franklin  or  a  Washington  ;  or, 
on  the  other  hand,  a  Robespierre  or  a  Bonaparte, 
or  Joseph  Smith,  according  to  the  cast  of  charac 
ter  which  they  receive  from  you.  In  a  country 
like  ours,  where  character  is  the  passport  to  the  most 
important  stations  in  society,  and  where  offices  are 
open  to  every  one  who  shows  himself  worthy  of 
the  confidence  of  the  people,  the  responsibility  of 
the  teacher  is  even  higher  than  in  those  countries 
where  estates  and  offices  are  hereditary.  He  who 
is  selected  to  educate  a  prince,  even  in  the  first 
rudiments  of  science,  considers  his  station  as  highly 
responsible.  But  in  a  country  like  our  own,  in 
structors  should  consider  responsibility  equally 
great  or  greater.  Yes,  you  at  the  same  moment 
may  be  educating  a  president,  a  governor,  a 
general,  a  judge,  a  minister,  physician,  lawyer, 
senator,  and  counsellor.  Who  can  tell  what 
results  may  be  produced  by  the  influence  you  may 
exert  on  either  of  these  ?  But  suppose  none  of 
your  scholars  should  ever  fill  these  important  sta 
tions,  yet  the  station  of  every  one  who  becomes  a 
voter,  and  sustains  simply  the  character  of  a  citi 
zen,  is  important.  Such  you  most  certainly  will 
have.  Over  these  your  power  must  be  great. 


100  LECTURES    ON    SCHOOL-KEEPING. 

You  may  learn  your  responsibility  by  consider 
ing  the  influence  which  you  may  exert  over  your 
youthful  charge.  I  have  said  in  a  former  Lecture, 
children  are  inclined  to  regard  the  teacher  they 
love  as  being  almost  perfect.  If  you  succeed  in 
gaming  their  love,  your  influence  will  be  greater 
in  some  respects  than  that  of  parents  themselves. 
It  will  be  in  your  power  to  direct  them  in  almost 
any  path  you  choose.  You  may  lead  them  to 
form  habits  of  application  and  industry,  or  permit 
them  to  form  those  of  idleness  and  indifference. 
You  may  win  them  either  to  a  love  for  learning 
and  respect  for  virtue,  or,  by  your  negligence  and 
unfaithfulness,  you  may  suffer  them  to  become  re 
gardless  of  both.  You  have  power  to  lead  them 
to  a  cultivation  of  the  social  affections  ;  kindness, 
benevolence,  and  humanity ;  or,  by  your  neglect, 
they  may  become  the  reverse  of  everything  that 
is  lovely,  amiable,  and  generous.  It  will  be  in 
your  power  greatly  to  assist  them  in  learning  to 
make  just  distinctions  in  the  examination  of  the 
principles  of  moral  conduct ;  and  to  govern  their 
own  actions  accordingly ;  or  you  may,  by  your  un 
faithfulness,  suffer  them  to  contract  the  habit  of 
pursuing,  regardless  of  consequences,  everything 
they  desire,  as  impelled  by  passion  ;  and  opposing 
with  temper  everything  that  counteracts  their 
wishes.  You  may  teach  them  the  duty  of  yield 
ing  submission  to  proper  authority  and  law,  or,  by 
suffering  them  to  disregard  authority  and  trample 
on  laws  with  impunity,  teach  them  to  oppose  all 
restraint,  and  consider  all  law  as  unnecessary  and 


LECTURES    ON    SCHOOL-KEEPING.  101 

oppressive.  You  may  do  something  towards  lead 
ing  them  to  cultivate  that  public  spirit,  so  essential 
to  the  well-being  of  citizens  of  a  free  country,  or 
you  may  train  them  in  those  habits  of  selfishness, 
which  will  unfit  them  to  be  members  of  a  republic, 
or  civil  community. 

If  the  consequences  of  your  influence  over 
them  were  to  cease  in  this  world,  your  responsibil 
ity  would  be  less,  far  less,  than  it  actually  is.  But 
no.  Revelation  assures  us,  that  our  future  condi 
tion  will  be  decided  by  the  character  formed  in 
time, —  that  man  will  be  rewarded  in  the  world  to 
come,  "  according  to  the  deeds  done  in  this." 
The  formation  of  character  is  not  then  a  matter 
important  in  relation  to  this  life  only.  The  chil 
dren  with  whom  you  are  to  be  associated  are  all 
the  children  of  one  great  Creator, —  a  part  of  his 
extensive  kingdom.  They  are  the  subjects  of 
his  government,  and  are  under  the  highest  obli 
gation  to  obey  his  wise  and  holy  laws.  He  has 
given  them  such  laws,  and  made  such  require 
ments  of  them,  as  are  necessary  for  their  happi 
ness.  He  has  enjoined  upon  them  to  "  Remember 
their  Creator  in  the  days  of  their  youth,"  and  "to 
love  their  neighbor  as  themselves  ;"  to  honor  and 
obey  their  parents.  He  has  prohibited  profane- 
ness  and  falsehood.  He  has  enjoined  the  duty  of 
gratitude  to  the  Saviour,  and  of  repentance  for 
sin.  Each  individual  committed  to  your  care  is 
liable  every  day  to  be  called  away  from  this  world, 
to  render  up  an  account  of  the  "  deeds  done  in 
the  body."  The  influence  you  will  exert  over  them, 
9* 


102  LECTURES    ON   SCHOOL-KEEPING. 

by  your  example  and  instructions,  may  deeply 
affect  them  in  regard  to  these  solemn  considera 
tions.  And  as  their  happiness,  present  and  eter 
nal,  depends  on  the  temper  they  exhibit  in  regard 
to  the  character  and  laws  of  Jehovah,  if  you  are 
so  happy  as  to  lead  them  to  love  him,  how  great 
the  benefit  you  may  confer  upon  them.  But  if, 
by  your  example  and  instruction,  you  lead  them 
away  from  the  paths  of  wisdom,  how  great  the  in 
jury  !  They  will  be  more  likely  to  listen  to  coun 
sel  and  advice  from  a  beloved  teacher,  than 
from  almost  any  other  person.  They  will  generally 
be  more  disposed  to  regard  what  you  say  to  them 
on  the  subject  of  their  moral  obligation,  than  what 
is  said  to  them  by  their  parents  or  their  minister. 
This  talent  which  you  are  permitted  to  occupy, 
is  one  for  the  improvement  of  which  you  are 
accountable.  And  how  much  does  it  increase  the 
interest  of  your  calling  !  Hence,  I  should  be 
guilty  of  unfaithfulness,  did  I  neglect  to  direct  your 
attention  to  your  own  moral  obligation.  You, 
as  well  as  the  youth  committed  to  your  charge, 
have  an  account  to  render  to  him  who  gave  you 
your  existence.  If  you  are  put  in  possession  of  an 
influence,  which,  if  properly  exerted,  may  greatly 
augment  individual  happiness,  as  well  as  that  of 
the  nation ;  or,  on  the  other  hand,  if  not  properly 
exerted,  may  in  the  same  ratio  increase  the 
amount  of  human  misery  ;  fail  not  to  ponder  well 
the  subject  which  is  to  throw  upon  you  so  impor 
tant  responsibility.  And  fail  not  to  ask  wisdom 
of  him  "  who  gives  liberally  and  upbraids  not." 


LECTURES    ON    SCHOOL-KEEPING.  103 

He  only  is  able  to  guide  you  right,  and  keep  you 
from  error,  and  give  that  wisdom  without  which 
all  will  err  and  come  short. 

4.  Let  me  invite  your  earnest  attention  to 
another  subject ;  the  means  by  which  you  may 
gain  a  controlling  influence  over  all  the  young 
placed  under  your  charge. 

You  cannot  have  failed  to  observe,  that  per 
sons  in  similar  situations  exert  very  different 
degrees  of  influence.  This  is  observable  among 
men  in  every  station.  Those  of  equal  natural 
talent,  when  placed  in  stations  of  authority,  ex 
hibit  this  strongly.  One  has  great  influence,  and 
his  wish  or  will  is  undisputed  law  ;  another  has 
but  little,  if  any.  This  you  have  no  doubt  often 
seen  verified  among  parents,  and  in  families.  It 
is  equally  exhibited  in  schools.  To  all  that  is 
said  by  one  teacher,  great  deference  is  paid  ; 
another  can  hardly  secure  the  attention  of  scholars 
to  anything  he  may  say.  For  this  wide  difference 
there  is  some  reason.  What  is  it  ? 

In  a  Lecture  before  the  American  Institute,  Mr. 
Howard  observes :  "  There  is  an  air  of  authority 
about  some  men,  which  at  once  commands  respect 
and  compels  obedience.  This  was  remarkably  true 
of  the  beloved  and  venerated  Washington.  Even 
Aaron  Burr,  proverbially  bold  and  impudent  as  he 
was,  could  never  take  the  slightest  liberty  with 
him!" 

In  other  cases  there  may  be  those  who  have 
similar  power,  with  no  apparent  effort  on  their  part. 
But  however  this  mav  be,  in  some  cases  it  is  doubt- 


104  LECTURES   ON   SCHOOL-KEEPING. 

less  trus,  that  this  power  may  he  in  a  measure 
acquired.  If  so,  it  becomes  a  matter  of  great  im 
portance  to  instructors  to  cultivate  it.  In  ascer 
taining  what  are  the  elements  of  this  power,  you 
may  usefully  recur  to  the  instructors  under  whom 
you  were  placed.  You  will  probably  recollect  that 
to  some  of  them  you  listened  with  great  deference  ; 
that  you  were  anxious  to  please  them,  and  desirous 
of  gaining  their  good  opinion,  while  to  the  esteem 
of  others  you  were  indifferent,  and  careless  whether 
you  gained  their  good- will  or  not.  To  meet  with 
some  of  them  now,  affords  you  great  pleasure ;  while 
to  meet  with  others,  is  a  source  of  no  satisfaction. 
And  what  is  the  reason  ?  You  will  answer,  that 
these  exhibited  very  different  traits  of  character ; 
that  they  showed  very  different  degrees  of  interest 
in  their  business  ;  that  they  possessed  very  differ 
ent  qualifications  for  their  duties,  and  evinced 
different  degrees  of  solicitude  for  your  welfare. 
Let  me  ask  farther,  what  were  those  traits  that 
pleased  you,  and  pleased  the  school  generally  ? 
Was  the  teacher  pleasant  and  obliging,  or  morose 
and  ill-humored  ?  and  with  which  was  the  school 
better  pleased  ?  Was  the  instructor  affable  and 
condescending,  and  proverbially  punctual  to  time, 
to  promises  and  to  threats,  or  regardless  of 
all  ?  and  on  which  of  these  accounts  were  you 
willing  to  be  directed  ?  Did  the  teacher  appear 
affectionate  and  kind  in  intercourse,  or  seem  to 
delight  in  giving  you  pain  and  fear  ?  and  with 
which  of  these  traits  of  character  were  you  better 
pleased  ?  Did  he  convince  you  that  he  was  your 


LECTURES    ON    SCHOOL-KEEPING.  105 

real  friend,  and  desired  your  good,  even  at  the 
expense  of  his  own  ease,  or  did  he  act  as  if  he 
were  the  friend  of  no  one  but  himself?  Was  he 
ever  ready  to  assist  you  to  the  extent  of  his  ability, 
or  did  he  send  you  away  without  answering  your 
reasonable  questions  or  solving  your  doubts  ? 
Did  he  prove  to  you  by  his  whole  conduct,  that  he 
desired  to  benefit  the  school  in  the  highest  degree 
of  which  he  was  capable,  or  did  he  appear  to 
regard  little  else  than  to  obtain  the  stipulated 
reward  ?  and  on  which  account  do  you  now 
remember  him  with  affection  and  interest  ? 

You  are  at  no  loss  to  decide  such  questions. 
Let  them,  then,  serve  as  a  directory  to  you,  in 
making  the  inquiry,  how  you  can  secure  that 
degree  of  confidence  on  the  part  of  your  scholars, 
which  will  enable  you  to  benefit  them  in  the  high 
est  degree.  To  secure  this  end,  endeavor  to  con 
vince  the  scholars  that  you  are  their  true  friend  ; 
that  you  aim  at  their  improvement,  and  desire 
their  best  good.  It  will  not  take  long  to  convince 
them  of  this,  if  you  do  so  in  reality  ;  and  if  you 
pursue  the  course  with  them  which  would,  when 
pursued  by  your  own  instructor,  have  excited  this 
belief  in  you.  Remember,  however,  that  merely 
a  declaration  that  you  are  their  friend,  will  be 
very  far  from  proving  you  to  be  such,  or  con 
vincing  them  of  it.  You  would  not  have  been 
convinced  by  the  mere  declaration  of  your  instruc 
tor  to  this  effect.  You  must  prove  it  to  your 
pupils,  by  showing  a  greater  regard  for  their  wel- 
iare  than  for  your  own  ease. 


106  LECTURES    ON   SCHOOL-KEEPING. 

Secondly.  In  order  to  secure  a  proper  degree 
of  their  confidence,  you  must  avoid  being  hasty. 
Ee  not  hasty  to  reprove,  be  not  hasty  to  praise  ;  be 
not  hasty  to  promise,  be  not  hasty  to  threaten  ;  be 
not  hasty  to  punish,  and  be  not  hasty  to  forget  a 
real  fault.  There  is  somewhere  an  old  proverb, 
"Haste  makes  waste,  and  waste  brings  want." 
Haste  in  schools,  in  any  of  the  particulars  speci 
fied,  will  bring  want  of  confidence.  Whatever  is 
done  in  haste  is  seldom  done  well.  In  school, 
it  must  of  necessity  subject  you  frequently  to  the 
mortification  of  countermanding  an  order ;  of  fail 
ing  to  fulfil  your  promise,  or  of  exciting  the  belief 
in  the  minds  of  your  scholars  that  you  are  forget 
ful.  It  is  generally  true  that,  in  every  situation, 
the  deliberate  man  accomplishes  the  most ;  but  in 
none  is  deliberation  more  important  than  in  him 
who  is  to  exercise  authority  over  a  large  commu 
nity.  Loss  of  time  is  not,  however,  the  greatest 
inconvenience  of  being  hasty  in  school ;  there 
must  be  loss  of  confidence  on  the  part  of  the 
scholars.  You  are  well  aware  that  you  place  but 
little  confidence  in  any  man  who  bears  the  charac 
ter  of  being  hasty,  be  his  calling  or  station  what 
it  may.  Be  deliberate  in  all  you  do  or  say. 

Thirdly.  If  you  wish  to  secure  the  confidence 
of  your  school,  never  allow  yourself  to  speak 
angrily  or  unusually  loud,  and  be  sure  never  "  to 
fret  or  scold."  All  such  things  are  disagreeable. 
And  surely  you  cannot  expect  to  secure  the  confi 
dence  of  a  school  by  indulging  yourself  in  those 
habits  which  must  make  you  disagreeable  to  every 


LECTURES    ON   SCHOOL-KEEPING.  107 

one.  Mr.  Howard  remarks :  ci  There  are  some 
general  directions  which  suit  every  latitude,  and  are 
applicable  to  every  teacher.  And  wTere  I  required 
to  give  to  a  teacher,  in  a  few  words,  what  I  deem 
one  of  the  most  important  of  these  general  practi 
cal  directions  in  establishing  and  maintaining  good 
order  in  school,  it  should  be,  Do  not  make  much 
noise  yourself ;  and  were  I  asked  for  a  second 
and  third,  I  would  simply  repeat  it,  Do  NOT 
MAKE  MUCH  NOISE  YOURSELF.  A  bustling,  noisy 
teacher  will  always  make  a  bustling,  noisy  school ; 
and,  in  general,  you  will  find  the  noise  in  a  school 
in  direct  proportion  to  that  which  the  teacher  makes 
himself.  I  repeat  it :  the  noise  in  a  school  is 
generally  in  direct  proportion  to  that  which  the 
teacher  makes  himself. 

"  I  have  more  than  intimated  that  all  the  orders 
of  the  school  should  be  given  in  a  low,  but  distinct 
tone  of  voice.  I  will  also  add,  that  it  is  equally 
important  that  they  should  be  expressed  in  few 
words,  and  not  too  often  repeated.  Much  talking 
always  weakens  authority.  I  have  known  teachers 
repeat  a  command  two  or  three  times,  without 
even  allowing  the  scholar  time  to  comply,  however 
disposed  to  obedience  he  might  be.  And,  mark 
it  where  you  will,  every  repetition  diminishes  the 
force  of  a  command.  Even  reproof,  to  have  any 
effect,  should  be  sparingly  administered.  The 
rules  and  directions  of  a  school  should  be  few  and 
simple,  and  prompt  and  cheerful  obedience  should 
be  quietly  but  firmly  insisted  upon." 

Fourthly.     You  will  secure  the  confidence  of 


108     LECTURES  ON  SCHOOL-KEEPING. 

the  school,  by  being  punctual  in  everything.  Have 
a  time  for  everything,  and  do  everything  at  the 
right  time.  Punctuality  in  business  of  every 
kind,  gains  confidence.  It  prevents  the  loss  of 
time,  and  secures  opportunity  for  every  duty.  It 
is  nowhere  more  important  than  in  teaching. 
Without  it,  you  can  accomplish  but  little.  If, 
after  due  deliberation,  you  make  a  promise,  be 
sure  to  keep  it.  If  you  require  a  child  to  do  this 
or  that,  see  that  it  is  done  exactly  as  you  require. 
If  he  has  obeyed  you  but  in  part,  it  is  little  better 
than  disobedience.  By  being  punctual  in  fulfilling 
every  promise,  you  will  not  be  charged  with  falsi 
fying  your  word.  Your  scholars  will  not  ask  a 
second  time  for  any  indulgence  which  you  may 
once  have  denied  them.  They  will  know  what 
you  mean,  when  you  say  yes  or  no." 

Finally.  Be  willing  to  devote  your  whole  time, 
and  strive  to  make  the  most  judicious  use  of  it. 
If  you  have  made  no  reserve  of  any  part  of  your 
time,  the  whole  belongs  to  your  employers.  I  know 
not  that  there  is  anything  morally  wrong  in  making 
an  agreement  to  reserve  a  portion  of  time,  to  be 
devoted  to  your  own  purposes.  But  it  does  seem 
to  me  manifestly  wrong,  if  no  such  agreement  has 
been  made  with  your  employers,  for  you  to  use 
any  considerable  portion  of  it  for  your  own  pri 
vate  benefit,  instead  of  that  of  the  school.  This 
rule  ought  to  be  observed,  whether  the  school  be 
large  or  small ;  whether  your  wages  are  high  or 
low.  If  you  have  made  an  engagement  for  even 
less  than  a  just  compensation,  this  cannot  alter 


LECTURES    ON   SCHOOL-KEEPING.  10& 

your  obligations  to  the  children  placed  under  your 
care.  They  are  not  to  be  injured,  if  their  parents 
have  misjudged  in  regard  to  what  ought  to  be  your 
hire.  You  had  your  choice  whether  to  engage  or 
not,  and  if  you  have  consented  to  work  for  less 
compensation  than  you  ought  to  receive,  vour  obli 
gation  is  still  the  same  as  if  you  were  to  receive 
more.  If  you  have  engaged  to  keep  the  school 
without  any  reserve,  you  are  under  obligation  to 
give  your  pupils  all  the  time  which  you  can  ren 
der  useful  to  them.  This  direction  may  seem 
to  you  unreasonable  or  impracticable.  If  so,  I 
have  only  to  ask  you  to  examine  it  attentively ; 
and  if  you  shall  then  conclude  that  you  cannot 
bring  yourselves  to  adopt  the  spirit  of  it,  I  hope 
you  will  renounce  the  idea  of  teaching  and  choose 
some  other  business.  I  do  not  mean  by  this,  to 
say  that  you  ought  not  to  take  the  time  necessary 
for  exercise  and  rest,  and  for  answering  the  claims 
of  friendship.  This  would  be  expected  under  any 
engagement  whatever.  It  is  expected  in  all  other 
public  employments,  and  it  is  equally  proper  in 
yours. 

Some  schools  do  make  twice  or  three  times  as 
much  progress  as  others.  Most,  might  make 
double  advancement  to  that  really  made.  And  if 
it  be  true  that  double  the  usual  improvement  might 
be  made  in  district  schools  generally,  the  subject 
is  one  of  no  ordinary  importance.  Let  me  ask 
you  to  reflect  on  it  a  moment.  Suppose  the  num 
ber  of  scholars  in  a  school  is  forty.  The  time, 
board,  wear  of  apparel,  and  use  of  books,  cannot 
10 


110  LECTURES    ON   SCHOOL-KEEPING. 

be  estimated  at  less,  for  each,  than  one  dollar  and 
fifty  cents  per  week.  The  wages  and  board  of 
male  teachers,  at  least,  will  amount  to  six  dollars 
a  week,  and  probably  more.  The  school,  then, 
costs  sixty-six  dollars  a  week,  or  two  hundred  and 
sixty-four  dollars  a  month.  If  there  are  six  such 
schools  in  a  town,  the  expense  of  them  is  fifteen 
hundred  and  eighty-four  dollars  a  month.  Sup 
pose  each  school  is  to  continue  two  and  a  half 
months,  the  cost  to  the  town  is  three  thousand  nine 
hundred  and  sixty  dollars,  for  a  single  term. 
Now,  if  there  is  but  half  the  improvement  made 
that  might  be  made,  we  cannot  consider  the  actual 
pecuniary  loss  at  less  than  half  this  sum.  If,  after 
looking  at  the  subject  in  this  light,  any  are  unwill 
ing  to  devote  their  whole  time  to  the  work,  I  will 
again  make  the  request,  that  they  turn  their  at 
tention  to  some  other  employment,  and  not  occa 
sion  so  great  a  loss  to  the  community.  Leave  the 
work  to  those  who  will  enter  upon  it  with  greater 
spirit,  and  who  are  willing  to  spare  no  pains. 

I  have  been  led  to  the  last  suggestion,  from 
having  the  conviction  forced  upon  me,  that  many 
who  have  offered  their  services  as  teachers,  have 
had  no  higher  motive  in  so  doing,  than  the  attain 
ment  of  a  pecuniary  reward.  But  while  I  am 
firm  in  the  belief  that  the  laborer  is  worthy  of  his 
hire,  and  while  I  also  know  that  the  ordinary  com 
pensation  is  lower  than  it  ought  to  be,  I  cannot 
still  conceive  that  any  one  ought  to  engage  in  this 
highly  responsible  business,  merely  for  the  sake 
of  the  compensation.  In  business  less  responsible 


LECTURES   ON    SCHOOL-KEEPING.  Ill 

it  may  be  justifiable  to  make  that  the  first  object. 
But  where  an  influence  so  important  is  to  be  exert 
ed,  —  an  influence  that  will  probably  affect  the 
character  and  happiness  of  many,  during  the  rest 
of  their  lives ;  it  does  seem  to  me  that  patriotism, 
to  say  nothing  of  higher  inducements,  requires  that 
the  first  object  of  a  teacher  should  be  to  do  good, 
and  that  those  only  should  engage  in  teaching, 
who  are  willing  to  devote  the  largest  portion  of 
their  time  that  can  be  rendered  beneficial  to  the 
school.  How  often  is  it  said  in  our  hearing,  that 
"  our  school  has  done  us  no  good ;"  that  "  it  has 
been  worse  than  none ;  that  the  money  might  as 
well  have  been  thrown  away."  I  will  not  charge 
every  failure  on  instructors.  It  does  not  always 
belong  to  them ;  but  I  am  persuaded  that  a  great 
majority  of  the  instances  of  failure  in  the  success 
of  schools,  is  to  be  in  part  attributed  to  teachers. 
Let  every  one  engage  earnestly  in  the  work,  and 
devote  the  whole  time  to  the  business,  and  such 
instances  will  be  few  and  far  between. 

By  observing  these  and  similar  principles,  and 
acting  in  a  manner  corresponding  to  them,  you 
will  be  able  to  gain  such  ascendency  over  your 
youthful  charge  as  is  necessary  to  enable  you  to 
benefit  them.  You  will  find  it  impossible  to  secure 
their  confidence  by  any  opposite  course,  for  it  is 
opposed  to  the  principles  of  nature. 


112  LECTURES    ON   SCHOOL  KEEPING. 


LECTURE  VII. 

YOUNG  LADIES  AND  GENTLEMEN:  — 

PRECEDING  considerations,  it  is  hoped,  will  be 
adequate  to  fix  in  your  minds  just  considerations 
of  the  object  of  your  labors,  and  of  the  essential 
qualifications  and  general  duties  of  instructors.  I 
now  invite  attention  to  the  general  management 
of  schools.  The  first  topic  of  remark  under  this 
head,  is  government.  I  have  before  stated  that 
ability  to  govern  is  a  very  essential  qualification 
in  a  teacher,  and  have  already  given  several  of 
the  reasons  for  it.  You  must  govern  your  schools, 
or  all  other  efforts  on  your  part  will  be  abortive. 
To  the  following  suggestions  I  ask,  therefore,  par 
ticular  attention. 

The  first  thing  on  which  success  in  governing  a 
school  depends,  is  ability  to  govern  yourselves. 
If  instructors  cannot  control  themselves  ;  if  easily 
excited  and  thrown  off  their  balance ;  if  made  fret 
ful  by  trifling  annoyance,  or  excited  to  anger  by 
the  misdemeanor  of  scholars,  they  cannot  govern 
others.  They  cannot  secure  confidence  and  re 
spect.  Correction  of  real  faults,  if  administered 
in  anger,  has  no  tendency  to  benefit  the  offender. 
It  shows,  even  to  a  child,  that  he  who  administers 
it,  is  guilty  of  a  fault  as  great  as  his  own.  Temp 
tations  to  excitement  will  undoubtedly  occur.  A 
scholar  may  be  impudent ;  from  his  ignorance  of 


LECTURES    ON    SCHOOL-KEEPING.  113 

good  manners,  or  in  a  sudden  gust  of  passion,  he 
may,  perhaps,  grossly  insult  you.  Hardly  any 
thing  is  more  apt  to  call  forth  anger,  than  an  in 
sult  from  an  inferior.  But  still,  the  indulgence 
of  anger  is  very  unwise.  If  a  pupil  commit  a 
fault,  he  ought  certainly  to  be  admonished  or  cor 
rected  ;  but  if  the  teacher,  by  an  unmanly  indul 
gence  of  passion,  descend  to  the  level  of  a  child, 
he  cannot  expect  to  benefit  him  materially  by  any 
correction  whatever,  administered  in  such  a  state 
of  mind. 

There  is  another  particular  in  which  it  is  very 
important  you  should  govern  yourselves.  Be  care 
ful  to  make  no  contemptuous  remarks  concerning 
any  of  your  pupils.  Such  remarks  may  excite  a 
smile  from  the  rest  of  the  school,  but  it  will  not 
be  the  smile  of  approbation.  The  affections  of 
that  pupil  you  have  lost,,  and  every  effort  to  bene 
fit  him  by  your  instructions  will  probably  do  him 
very  little  good.  You  may  and  often  will  see 
things  that  might  seem  to  give  occasion  for  such 
remarks,  but  as  your  design  is  to  benefit  your 
scholars,  avoid  them.  If  the  pupil  make  a  care 
less  blunder,  he  may  be  reproved  calmly,  but  never 
should  be  made  the  butt  of  ridicule.  It  is  of  equal 
importance  that  you  should  govern  yourselves  in 
regard  to  such  speeches  about  families. 

You  may  see  many  things  in  family  management 
to  excite  a  smile,  and  many  things  which  really 
deserve  censure.  But  such  censure  does  not 
come  well  from  the  instructor  of  their  children. 
To  be  ridiculed  by  the  teacher,  will  have  little 
10* 


114  LECTURES    ON    SCHOOL-KEEPING. 

effect  to  correct  improprieties.  I  cannot  blame 
you  for  being  diverted,  sometimes,  at  what  you 
may  observe  in  family  management.  I  know  well 
that  the  eccentricity  sometimes  observable  cannot 
fail  to  amuse  or  to  vex  you.  But  still,  keep  your 
reflections  to  yourselves. 

Some  of  these  points  may  appear  of  trifling  im 
portance  to  you,  but  much  of  your  success  in  the 
business  of  teaching  depends  on  things  that  to  a 
superficial  observer  may  appear  small. 

If  you  succeed  in  becoming  able  to  govern  your 
selves,  you  will  be  prepared  to  govern  those  placed 
under  your  care.  An  important  object  will  have 
been  gained,  when  you  have  brought  yourselves 
to  feel  that  to  govern  the  school  is  of  primary 
importance,  and  that  you  can  and  will  maintain 
proper  discipline,  and  secure  order.  When  you 
strongly  cherish  these  feelings,  your  scholars  will 
read  them  in  your  countenance.  But  the  moment 
instructors  indulge  the  belief  that  they  cannot 
govern,  that  it  is  impossible  for  them  to  secure 
proper  order,  they  may  as  well  tell  their  feelings 
to  the  whole  school ;  the  scholars  will  not  be  slow 
to  read  their  thoughts,  and  will  "  govern  them 
selves  accordingly." 

It  is  not  my  design  to  say  that  all  have  equal 
ability  to  govern,  or  that  the  object  is  accomplish 
ed  when  the  teacher  has  made  the  decided  resolve 
to  be  obeyed ;  but  I  do  say  that  teachers  cannot 
exercise  a  proper  and  uniform  authority,  any  longer 
than  they  believe  they  can  do  so.  This  is  a  nat 
ural  principle.  When  we  believe  we  can  obtain  a 


LECTURES    ON   SCHOOL-KEEPING.  115 

desired  object,  we  try,  but  when  we  think  we 
cannot,  our  efforts  are  feeble.  The  next  direction 
in  regard  to  government  is,  consider  your  scholars 
as  intelligent  and  reasonable  beings.  As  such, 
they  will  be  influenced  by  motives,  when  properly 
presented.  They  may  easily  be  brought  to  know 
that  they  are  happier  when  they  do  right  than 
when  they  do  wrong.  And  when  the  right  and 
the  wrong  are  both  placed  distinctly  before  them, 
they  will  seldom  call  the  wrong  object  the  right, 
or  the  reverse.  Right  and  wrong  may  be  ex 
hibited  before  the  mind  of  a  child  of  few  years. 
This  appeal  will  usually  exert  a  far  better  influence 
upon  him,  in  leading  him  to  duty,  than  any  other 
mode.  I  shall  be  better  understood  in  what  I  wish 
to  say  on  this  point  by  an  example. 

A  complaint  was  made  to  the  instructor,  by 
George,  against  John,  who  was  accused  of  having 
struck  and  otherwise  injured  his  school-fellow. 
After  ascertaining  the  facts,  and  finding  that  the 
complaint  was  well  founded,  a  course  like  the  fol 
lowing  was  pursued. 

Instructor.  John,  I  am  sorry  to  find  a  com 
plaint  of  this  kind  brought  against  you.  You 
have  been  so  unwise  as  to  make  yourself  unhappy, 
and  to  make  others  unhappy  also.  You  may  stand 
up  and  answer  some  questions  which  I  wish  to 
propose.  Is  it  right  for  one  scholar  to  beat  or 
abuse  another  ? 

John.  No,  sir. 

Inst.  Do  you  think  that  the  school  could  make 
good  progress  in  study,  if  all  the  scholars  should 
treat  each  other  as  you  have  treated  George  ? 


116  LECTURES    ON    SCHOOL-KEEPING. 

John.  I  think  not. 

Inst.  Are  you  willing  that  one  of  the  larger 
boys  should  beat  you,  or  otherwise  abuse  you  ? 

John.  No,  sir. 

Insi.  Do  you  think  it  is  right  for  you  to  do  to 
others  as  you  are  unwilling  they  should  do  to  you  ? 

John.  I  do  not  think  it  is. 

[Such  answers  would  be  almost  invariably  given, 
under  similar  circumstances.  Not  one  child  in  a 
thousand  would  give  those  different,  where  the 
teacher  commences  with  him  in  a  deliberate  and 
gentle  mariner.  Conscience  assures  him  he  has 
done  wrong ;  and  one  must  be  uncommonly  hard 
ened,  who  would  say  that  he  had  done  right.  If 
he  be  inclined  to  excuse  himself,  because  George 
said  or  did  something  that  displeased  him,  he  should 
be  shown  that  he  is  accountable  for  his  own  con 
duct,  and  that  misbehavior  in  another  person  does 
not  alter  the  nature  of  his  own  sin.  That  the 
offence  of  one  does  not  justify  a  far  greater  error 
in  another,  may  be  shown  by  reference  to  any 
judicial  proceeding.] 

The  teacher  proceeded :  When  one  scholar  in 
jures  another,  ought  he  to  make  satisfaction  for  it  ? 

.John.  I  suppose  he  ought. 

Inst.  Well,  do  you  think  you  ought  to  make 
any  satisfaction  to  George  ? 

John.  I  don't  know  but  I  ought. 

Inst.  I  wish  you  to  give  me  a  specific  answer. 
Is  it  right  or  wrong  for  you  to  make  satisfaction  ? 

John.  It  is  right. 

Inst.  Are  you  willing  to  do  right,  when  you 
know  what  is  right  ? 


LECTURES    ON   SCHOOL-KEEPING.  117 

John.   [After  some  hesitation.]     Yes,  sir. 

Inst.  Are  you  willing,  then,  to  go  to  George, 
and  make  satisfaction  ? 

[Here  John  hesitated  again ;  but  after  the  ques 
tion  had  been  repeated,  said  that  he  was.  In 
pursuing  a  mode  similar  to  this,  a  great  many 
times,  I  have  scarcely  found  an  instance  where 
the  culprit  has  not  said  he  was  willing  to  make 
satisfaction  to  the  injured  party.  In  the  case 
described,  John  was  directed  to  inquire  of  George 
what  would  be  satisfactory ;  George  promptly  re 
plied,  "  Say  he  is  sorry,  and  promise  not  to  do  so 
any  more."] 

The  teacher  then  remarked  :  You  have  done 
what  is  right  in  regard  to  George,  but  that  does 
not  make  satisfaction  to  others  who  have  been  in 
jured.  You  have  set  a  very  bad  example,  have 
broken  the  rules  of  the  school,  and  have  caused 
the  loss  of  time,  which  might  have  been  improved 
in  gaining  knowledge.  Is  it  not  right,  therefore, 
that  I  should  require  satisfaction  in  behalf  of  the 
school  ? 

John.  I  suppose  it  is. 

Inst.  Yes,  it  is  right  that  every  offence  should  be 
suitably  atoned  for.  And  this  must  be  complied  with 
in  your  case.  I  have  not,  however,  reflected  on  the 
subject  sufficiently,  and  shall  defer  it  till  two 
o'clock  to-morrow,  and  shall  attend  to  it  precisely 
at  the  time  appointed.  I  hope  you  will  yourself 
reflect  much  on  the  subject,  and  be  able  to  tell  me 
what  is  right  for  me  to  require. 

It  has  ever  appeared  to  me,  that  punishment, 


118  LECTURES   ON   SCHOOL-KEEPING. 

if  it  become  necessary  in  any  case,  should  be 
deferred  for  a  season.  But  precisely  at  the  time 
set,  it  should  be  attended  to.  By  deferring  the 
subject,  as  in  the  case  above  mentioned,  the  pupil 
has  opportunity  to  reflect.  He  is  induced  to  reflect 
on  the  nature  of  his  offence,  that  he  may  form  an 
idea  of  the  punishment  he  shall  probably  receive. 
Such  reflection  will  be  of  more  service  to  him  than 
any  severity  of  punishment  whatever.  Indeed,  I 
have  seldom  been  obliged  to  call  a  scholar  to  ac 
count  more  than  once,  where  I  have  pursued  a 
course  like  that  above  described. 

I  will  suppose  another  case,  to  illustrate  the 
direction  to  treat  the  scholars  as  moral  and  intel 
lectual  beings. 

Laura  came  to  the  instructor  and  wished  to  be 
excused  from  writing  a  composition,  which  had 
been  required  of  her.  The  instructor  inquired  : 
Why  do  you  wish  me  to  excuse  you,  Laura  ? 

Laura.  I  don't  know  what  to  write;  I  cannot 
write  anything  fit  to  be  seen. 

Inst.  Well,  Laura,  we  will  converse  about  it. 
Do  you  wish  to  be  excused  from  spelling,  reading, 
or  writing. 

Laura.  JSTo,  sir. 

Inst.  Why  not  from  these  as  well  as  from  writing 
a  composition  ? 

Laura.  They  are  easy  ;  and,  besides,  we  could 
not  do  without  a  knowledge  of  them. 

Inst.  Could  you  always  read,  Laura  ? 

Laura.  No,  sir. 

Inst.  How  is  it  that  you  can  read  now  ? 


LECTURES    ON   SCHOOL-KEEPING.  119 

Laura.  I  have  learned  how  to  read. 

Inst.  How  long  were  you  in  trying  to  learn, 
before  you  could  read  with  ease  ? 

Laura.  I  do  not  know,  it  was  a  long  time. 

Inst.  Did  you  tell  the  teacher  that  you  wished  to 
be  excused,  and  that  you  never  could  learn,  and 
that  you  could  not  read  in  a  way  "  fit  to  be  " 
heard  ? 

Laura.  No,  I  did  not.   \_Smiling.~] 

Inst.  I  saw  you  knitting  and  sewing  the  other 
day  :  could  you  always  knit  and  sew  ? 

Laura.  I  could  not. 

Inst.  How,  then,  can  you  do  so  now  ? 

Laura.  Because,  I  have  learned  how  to  do 
both. 

Inst.  How  did  you  learn  ? 

Laura.  By  trying. 

Inst.  Did  you  ever  tell  your  mother  she  must 
excuse  you  from  knitting  and  sewing,  because  you 
did  not  know  how,  and  could  not  sew  or  knit  fit  to 
be  seen  ? 

Laura.  I  did  not. 

Inst.  Why  did  you  not  ? 

Laura.  I  knew  if  I  did  not  keep  trying,  I 
never  could  learn,  and  so  I  kept  on. 

Inst.  Do  you  think  it  is  necessary  to  know  how 
to  write  letters,  and  to  express  ourselves  properly 
when  writing  ? 

Laura.  0  yes,  sir. 

Inst.  You  expect  to  have  occasion  to  write 
letters,  do  you  not  ? 

Laura.  I  presume  I  shall,  for  I  have  written  to 
my  brother  and  cousin  already. 


120  LECTURES   ON   SCHOOL-KEEPING. 

Inst.  Then  you  think,  if  I  should  aid  you  in 
learning  to  write  a  letter  or  other  piece  of  com 
position  properly^  that  I  should  do  you  a  great 
benefit. 

Laura.  I  suppose,  sir,  you  would. 

Inst.  Is  it  right  for  me  to  benefit  you  and  the 
school  as  much  as  I  can  ? 

Laura.  I  suppose,  sir,  you  ought  to  aid  us  all 
you  can. 

Inst.  Should  I  do  right,  if  I  neglect  the  means 
which  will  benefit  you  ? 

Laura.  No,  sir. 

Inst.  Now  I  will  answer  you.  You  asked  if 
I  would  excuse  you  from  writing  ?  I  will  do  so, 
if  you  think  I  could  be  justified  in  neglecting  to 
benefit  you  as  much  as  I  can.  If  you  can  say 
sincerely,  that  you  believe  it  is  my  duty  to  do 
wrong  to  the  school,  by  indulging  them  in  neglect 
ing  what  they  ought  to  learn,  then  I  will  comply 
with  your  request. 

Laura  frankly  acknowledged  that  the  teacher 
ought  not  to  excuse  her  from  this  exercise. 

By  a  coarse  like  the  above,  the  scholar  is  led 
to  see  that  you  act  on  principle ;  that  you  wish 
the  best  good  of  those  committed  to  your  care. 
The  child  whom  you  treat  in  this  way  will  be  led 
to  reflection,  and  will  inquire  what  views  the  in 
structor  will  take  on  a  subject  before  he  concludes 
to  come  to  you  with  a  request.  As  far  as  practi 
cable,  explain  to  the  school  the  reason  of  every 
thing  you  do.  Let  them  know  that  you  regard 
their  good  in  all  the  regulations  made.  Explain 


LECTURES    ON   SCIIOOL-KEEPIXG.  121 

to  them  the  reason  why  one  thing  is  right  and 
another  wrong,  and  they  will  generally  understand 
you,  and  will  be  governed  far  more  easily  than  by 
resorting  to  the  whip  and  ferule.  In  no  way  can 
you  so  readily  conciliate  the  willing  obedience  of 
your  scholars,  as  by  pursuing  such  a  course  ;  and  in 
no  way  can  you  sooner  make  them  your  enemies, 
than  by  treating  them  as  if  incapable  of  being 
controlled  by  any  principle  but  fear.  Reason 
should  be  equally  your  guide  in  making  rules  and 
in  executing  them  ;  in  granting  the  requests  of  your 
scholars  and  refusing  them.  First,  ask  yourself,  is 
the  request  a  reasonable  one  ?  and  after  using 
proper  means  to  ascertain,  and  taking  time  to 
decide  judiciously,  let  the  decision  be  such  as 
duty  requires.  You  may  not  always  be  able  to 
decide  at  the  moment ;  if  not,  take  time,  remem 
bering  that  no  decision  at  all  is  preferable  to  a 
ivrong  one ;  and  while  the  scholar  is  waiting  to 
know  the  opinion  you  entertain,  he  will  generally 
be  led  to  reflect  on  the  principles  by  which  you 
will  be  governed,  and  will  commonly  be  prepared 
to  submit  cheerfully  to  your  decision. 

The  next  direction  on  the  subject  of  govern 
ment  is,  let  it  be  uniform.  Many  fail  on  this 
point.  I  am  willing  to  confess  it  is  very  difficult 
to  be  so,  while  the  health  and  spirits  of  most 
persons  fluctuate  so  much.  But  still,  uniformity  is 
indispensable.  I  have  seen  some  instructors  very 
strict  one  day,  and  very  indulgent  the  next.  I 
have  myself  been  reproved  and  punished  for  doing 
that  which  at  some  previous  time  had  appeared  to 


122  LECTURES    ON    SCHOOL-KEEPING. 

please  the  teacher.  To  approve  to-day  what  you 
condemn  to-morrow,  is  certainly  very  injudicious. 
But  to  something  of  this,  all  teachers  are  in  more 
or  less  danger,  from  the  different  states  of  temper 
and  spirits  in  which  they  find  themselves.  We 
can  bear  fatigue  at  some  times  better  than  at 
others.  When  suffering  under  a  headache,  a 
school  may  appear  to  us  very  noisy,  which  at 
another  time  would  appear  very  still,  so  different 
are  the  states  of  the  nervous  system  at  different 
times. 

Another  fault  exists  in  many  schools.  The 
small  scholars  are  strictly  governed,  while  the 
larger  do  nearly  as  they  please.  I  have  often 
seen  the  child  of  six  years  punished  severely 
for  a  fault,  that  was  hardly  noticed  when  com 
mitted  by  a  young  man  of  eighteen.  This  is 
unreasonable  ;  it  is  wicked.  If  there  should  be 
any  difference  in  the  treatment  of  the  two  cases, 
it  should  be  reversed.  If  a  necessary  rule  is 
violated  by  an  older  scholar,  the  wrong  is  greater 
than  when  the  same  rule  is  disregarded  by  one 
younger.  The  former  deserves  severer  rebuke 
or  punishment,  for  he  is  better  able  to  comprehend 
the  rules  of  propriety.  The  older  scholars  should 
never  be  suffered  to  transgress  with  impunity 
laws  which  you  have  made  for  the  government  of 
the  whole  school.  They  will  respect  you  the  less 
for  indulging  them  in  what  is  improper,  and  will 
show  a  growing  disregard  for  your  feelings  and 
for  your  authority. 

Do  you  say  the  oldest  scholars  are  able  to  gov- 


LECTURES   ON    SCHOOL-KEEPING.  123 

ern  themselves,  and  that  your  business  is  only 
with  the  younger  ones?  True,  those  who  have 
arrived  at  years  of  manhood,  ought  to  govern 
themselves ;  but  they  must  be  different  from  the 
great  mass  of  youth,  not  to  need  admonition  or 
restraint.  When  it  becomes  necessary  to  establish 
a  rule  in  the  school,  see  that  it  be  regarded  by 
all ;  and  you  will  find  your  task  much  easier  and 
will  gain  the  confidence  of  the  school  much  more 
than  by  the  opposite  course. 

Be  not  only  uniform,  but  firm.  Let  it  be  known 
as  your  established  rule,  that  every  reasonable 
requisition  must  be  complied  with  by  all,  and  you 
will  find  it  more  easy  to  secure  implicit  obedience. 
If  a  scholar  ask  of  you  some  indulgence,  be  sure 
to  examine  its  propriety  before  you  say  no  or  yes 
to  his  request.  But  when  you  have  decided,  ad 
here  to  this  answer.  To  deny  the  request  of  a 
scholar  when  it  is  first  made,  and  then,  in  a  few 
minutes,  grant  what  he  desires,  because  he  con 
tinues  asking,  is  certainly  injudicious.  If  he  give 
a  good  reason  for  repeating  his  request,  you  may 
change  your  decision  ;  but  the  reason  ought  to  be 
assigned  at  first,  and  then  the  answer  given  with 
reference  to  it  be  final. 

I  have  not  unfrequently  visited  schools,  where, 
if  a  scholar  asked  leave  to  go  out,  the  answer  was 
perhaps  instantly  given,  "  No  ;  sit  down."  Within 
a  minute  the  request  was  repeated  ;  the  answer 
again  was,  "  No."  But  after  the  question  had 
been  repeated  half  a  dozen  times,  the  patience  of 
the  teacher  seemed  to  be  exhausted,  and  he  re- 


124  LECTURES    ON   SCHOOL-KEEPING. 

plied,  "Yes,  yes  ;  I  had  rather  you  would  go,  than 
to  keep  asking  all  the  time."  Now  the  impres 
sion  was  left,  doubtless,  on  the  mind  of  that 
scholar,  that  the  teacher  had  less  regard  to  what 
was  right  or  wrong  in  the  case,  than  he  had  to  his 
own  convenience.  Scholars  must  have  considered 
the  teacher  as  fickle  in  mind,  and  respect  for  him 
must  have  been  diminished. 

The  instructor,  harassed  by  the  many  questions 
asked  during  the  day,  is  in  danger  of  forming  the 
habit  of  answering  them  without  due  consideration, 
and  merely  to  be  rid  of  them.  But  this,  if  ever 
practised,  is  very  censurable.  Let  the  members  of 
every  school  be  taught  to  expect  the  teachers  will 
abide  by  the  decision  they  make  in  every  case, 
and  that  such  decisions  are  made  in  view  of  all  the 
circumstances.  By  a  different  course,  scholars 
will  very  soon  learn  to  disregard  what  you  say, 
disbelieve  your  promises,  and  neglect  your  com 
mands.  I  will  only  add  that  without  firmness  of 
purpose  in  the  government  of  a  school,  it  will  be 
impossible  to  make  that  school  pleasant  to  the 
teacher  or  profitable  to  the  pupil. 

Let  the  government  of  the  school  be  impartial. 
In  this  direction,  I  do  not  wish  to  imply  that  you 
are  to  exercise  the  same  feelings  towards  every 
individual.  Good  instructors  will  love,  and  ought 
to  love,  the  good  scholar  more  than  the  bad.  They 
cannot,  and  will  not,  feel  an  equal  regard  for  the 
obedient  and  the  disobedient,  for  the  docile  and 
the  perverse.  But,  notwithstanding  this,  teachers 
should  be  impartial  to  all.  Though  you  cannot 


LECTURES    ON    SCHOOL-KEEPING.  125 

love  an  idle,  heedless,  unmannerly  child,  so  much 
as  the  affectionate,  studious,  and  obedient  one; 
yet  if,  when  the  good  scholar  commits  a  fault,  you 
neglect  to  call  him  to  account  for  it,  and  punish  a 
less  agreeable  scholar  for  a  similar  offence,  the 
latter  will  accuse  you  of  injustice,  and  with  good 
reason."  For  if  you  have  made  a  law,  it  is  for  the 
whole  school,  and  should  be  regarded  by  all.  No 
complaint  is  more  frequently  heard,  than  that  the 
instructor  is  partial,  and  treats  one  better  than 
another,  etc.  It  will  be  no  matter  for  wonder  if 
this  charge  is  sometimes  unjustly  made.  But  I 
am  constrained  to  say  that,  without  great  care,  in 
structors  may  be  betrayed  into  a  greater  or  less 
degree  of  it,  almost  every  day.  There  may,  in 
deed,  be  sometimes  a  propriety  in  making  a  dif 
ference  in  the  treatment  of  the  same  fault  under 
different  circumstances.  The  same  law  may  be 
broken  by  two  persons,  and  very  different  degrees 
of  criminality  be  attached  to  each.  The  man  who 
passes  you  a  counterfeit  dollar  ignorantly,  breaks 
the  letter  of  the  law,  as  much  as  the  knave  who 
passes  it  knowingly.  But  the  first  is  guilty  of  no 
intentional  fraud.  One  scholar  may  transgress  a 
reasonable  rule  of  the  school,  and  may  have  been 
led  to  it  by  the  persuasion  of  those  older  or  better 
informed  than  himself;  while  another  may  be 
guilty  of  the  same  offence,  without  any  palliating 
circumstances.  There  may  be  a  propriety  in  treat 
ing  them  very  differently,  and  in  so  doing  you 
need  not  be  guilty  of  partiality.  When  the  cir 
cumstances  are  the  same,  the  treatment  should  be 
11* 


126  LECTURES    ON    SCHOOL-KEEPING. 

uniform.  Partiality,  if  exhibited  in  your  treat 
ment  of  scholars,  will  deprive  you  of  their  confi 
dence.  Children  are  not  slow  to  discover  it  where 
it  exists,  and  when  they  believe  that  any  one  of 
their  number  may  do  wrong  and  go  unpunished, 
while  another  will  be  treated  with  severity  for  the 
same  offence,  it  is  impossible  to  exert  any  useful 
influence  over  them.  There  is  a  loss  to  them,  and 
much  inconvenience  to  the  teacher ;  and  not  only 
this,  but  he  is  guilty  of  doing  wrong,  and  must 
suffer  the  rebuke  of  his  own  conscience. 

Avoid  everything,  in  the  government  of  a  school, 
which  has  a  tendency  to  produce  the  impression 
on  the  minds  of  the  young,  that  the  laws  under 
which  they  are  placed  are  barriers  to  their  true 
happiness.  All  wise  laws  are  designed  to  secure 
the  welfare  of  those  who  are  subject  to  them. 
The  laws  of  Jehovah  all  originate  in  infinite  wis 
dom  and  infinite  love.  A  good  writer*  remarks: 
"  God's  laws  will  not  be  altered  for  our  accommo 
dation.  We  may  obey  them,  or  disobey  them  ; 
see  them,  or  not  see  them  ;  we  may  be  wise,  or 
unwise  ;  but  they  will  be  rigidly  and  unalterably 
enforced.  Thus  must  it  ever  be.  By  obedience 
to  the  laws  of  God,  man  may  be  as  happy  as  his 
present  state  will  allow.  But  misery,  sooner  or 
later,  will  inevitably  folio w  disobedience.  Hence, 
our  great  business  here  is  to  know  and  obey  the 
laws  of  our  glorious  Creator." 

It  cannot  be  asserted,  I  know,  that  all  human 

*  Dr.  Wayland. 


LECTURES    ON   SCHOOL-KEEPING.  127 

laws  are  adapted  to  secure  the  highest  happiness 
of  those  for  whom  they  are  designed  ;  for  through 
passion,  pride,  and  prejudice,  laws  may  be  made 
by  those,  to  whom  a  law-making  power  is  dele 
gated,  that  are  wrong,  are  in  opposition  to  the 
laws  of  God.  Such  laws  may  exist.  But,  is  it 
saying  more  than  the  truth,  that,  in  our  own  land, 
the  laws  of  society,  in  general,  are  established  in 
wisdom,  and  cannot  be  violated  with  impunity? 
They  are  not  intended  to  endanger  our  safety,  in 
vade  our  rights,  or  defeat  our  enjoyment,  but  to 
secure  them  all.  So  far  as  founded  in  reason,  so 
far  as  they  are  derived  from  the  laws  of  our 
Maker,  if  obeyed,  they  must,  they  will,  secure 
both  safety  and  happiness. 

Whenever  modes  of  discipline  are  adopted  in  a 
family  or  school,  that  have  a  tendency  to  lead  its 
subjects  to  the  belief  that  the  laws  under  which 
they  are  necessarily  placed  are  cruel,  —  are  op 
posed  to  their  safety  and  enjoyment,  —  discipline 
fails  of  its  end.  For,  human  nature  being  what  it 
is,  there  will  be  efforts,  either  secretly  to  evade 
law  and  authority,  or  openly  to  trample  them  under 
foot. 

Adopt  that  mode  of  government  which  will  most 
naturally  lead  the  young  to  the  practice  of  self- 
government.  I  would  not  be-understood  to  imply 
that  the  sole  object  of  school  discipline,  should  be 
to  cherish  habits  of  self-government.  It  should, 
undoubtedly,  secure  the  present  good  and  conve 
nience  of  teacher  and  pupil.  But  this  falls  short 
of  accomplishing  all  the  ends  of  discipline.  As 


128  LECTURES    ON   SCHOOL-KEEPING. 

the  knowledge  communicated  is  not  for  the  present 
so  much  as  the  future  good  of  the  young,  so  the 
government  exercised  over  them  should  relate  to 
the  future  as  well  as  the  present.  Each  one,  at 
a  certain  age,  is  expected  to  be  left  to  his  own 
discretion,  to  govern  himself.  The  earlier  he  is 
prepared  for  this,  the  better  he  is  qualified  for 
enjoyment ;  and  the  more  secure  are  the  founda 
tions  for  happiness  to  him.  To  qualify  children 
to  do  this,  should,  therefore,  be  a  prominent  object 
in  the  discipline  of  schools ;  this  being  one  of  the 
greatest  blessings  teachers  can  confer  on  their 
pupils.  If  the  teacher  so  holds  the  reins,  that  his 
pupils  are  moved  by  his  presence  only  to  do  right ; 
if  they  are  never  allowed  to  try  their  own  pinions, 
to  attempt  self-government,  to  feel  responsibility ; 
or,  in  other  words,  to  practise  self-government ; 
they  can  certainly  cherish  but  little  confidence  in 
their  ability,  whether  they  possess  it  or  not.  That 
kind  of  discipline,  or  supervision,  over  the  young, 
which  leads  them  to  regard  merely  the  question, 
whether  they  shall  be  punished  or  not,  for  any 
particular  course  of  conduct,  or  to  inquire  only 
whether  the  teacher  will  be  pleased  or  displeased, 
and  not  whether  the  course  of  conduct  is  right  or 
wrong,  is,  most  obviously,  far  from  being  likely 
to  secure  the  best  results  of  judicious  discipline. 
If  I  may  be  allowed  to  express  rny  personal  con 
viction,  with  regard  to  the  more  common  defects 
in  school  discipline,  I  must  say  that  I  regard  this 
as  one  of  them. 

What  proportion  of  those,  placed  at  the  head 


LECTURES    ON    SCHOOL-KEEPING.  129 

of  schools,  of  one  grade  and  another,  make  it  a 
prominent  object  to  teach  their  pupils  the  art  of 
self-government  ?  Is  not  the  proportion,  admit 
ting  the  confessions  of  teachers  themselves  as  evi 
dence,  very  small  ?  And  can  any  one  doubt,  that 
one  of  the  greatest  favors  which  you  can  confer 
on  a  child,  is  to  teach  him  how  to  govern  himself, 
and  lead  him  to  do  it  ? 

Do  you  ask  how  this  is  to  be  done  ?  I  reply, 
in  short,  make  the  scholar  acquainted  with  the 
true  character  of  law,  with  its  value  and  tendency. 
Point  out  to  him  the  various  relations  he  sus 
tains  to  his  fellows,  and  his  Maker ;  explain  to 
him  the  responsibilities  under  which  he  acts  ;  make 
him  acquainted  with  the  true  nature  of  both  hap 
piness  and  misery ;  with  the  way  in  which  one  is 
to  be  secured,  and  the  other  averted ;  and,  above 
all,  lead  him  to  act  in  view  of  the  inevitable  con 
sequences  of  his  own  conduct,  and  you  will  have, 
in  some  measure  at  least,  accomplished  your  ob 
ject. 

In  this  place,  allow  me  to  present  several  some 
what  miscellaneous  suggestions.  In  all  your  ar 
rangements  and  plans  for  the  government  of  your 
schools,  consult  not  only  your  own  convenience 
and  the  present  welfare  of  the  scholars,  but  pursue 
such  a  course  as  shall  produce  the  most  perma 
nently  beneficial  results.  To  do  this,  the  instructor 
must  be  master,  in  all  places  and  at  all  hours.  It 
is  not  enough  that  you  govern  and  restrain  your 
scholars  during  school  hours,  but  you  must  regard 
their  conduct  at  all  other  times  when  they  are 


180  LECTURES    ON   SCHOOL-KEEPING. 

not  under  the  care  of  their  parents.  I  have  some 
times  been  acquainted  with  instructors,  who  seemed 
to  notice  the  behavior  of  their  pupils  only  while 
they  were  in  school.  By  a  proper  course,  teach 
ers  may  as  easily  direct  the  amusement  and  play 
of  their  scholars  as  their  studies,  and  it  is  hardly 
less  important  that  they  should  do  so.  For  this 
purpose  they  should  show  an  interest  in  their  sports, 
and  a  -willingness  that  they  should  amuse  them 
selves  during  the  usual  intermissions  of  study. 
The  difference  between  various  kinds  of  exercise 
should  be  indeed  carefully  pointed  out,  and  such 
as  are  injurious  should  be  prohibited.  Amuse 
ments  that  corrupt  the  morals  or  the  taste,  and 
such  as  have  a  tendency  to  injure  the  health  or 
limbs,  should  be  discountenanced.  Also,  such 
exercises  as  tend  to  excite  jealousies  and  hatred, 
or  to  interest  the  mind  so  much  as  to  divert  it 
from  books  and  study,  together  with  all  the  games 
of  hazard  and  chance,  are  certainly  prejudicial, 
and  should  be  forbidden.  Many  of  them  prevent 
progress  in  study,  and  all  of  them  are  injurious  to 
the  morals  of  the  scholars.  In  those  districts 
where  the  male  and  female  members  continue  at 
the  school-room  during  intermission,  the  subject 
of  proper  exercise  requires  much  more  attention 
than  in  villages  where  they  return  home.  Every 
exercise  that  is  immodest  or  unbecoming  should 
be  prohibited,  and  whatever  would  give  offence  to 
the  most  delicate  minds,  of  either  sex,  cannot  be 
approved. 

In  order  to  be  able  to  exercise  this  full  and 


LECTURES    ON   SCHOOL-KEEPING.  131 

judicious  control,  it  will  be  very  important  that 
the  school  should  know  what  you  approve  and 
what  you  disapprove,  and  the  reasons  on  which 
your  opinion  is  founded.  Exercise  or  play  proper 
in  one  school,  may  be  impracticable  or  inexpedient 
in  another.  There  may  be  circumstances  that  will 
have  a  very  important  influence  in  directing  your 
recommendations  of  amusements  and  exercise.  It 
should  be  your  object  to  examine  what  may  be 
attended  with  the  fewest  evils  and  the  greatest 
good,  and  give  advice  accordingly. 

There  is  another  point  on  which  I  wish  to  re 
mark.  It  relates  to  the  manner  of  speaking  proper 
in  school,  both  for  teacher  and  pupil.  It  will 
generally  be  found  true,  that  the  mode  of  address 
adopted  by  the  teacher  in  speaking  to  the  scholars, 
will  be  copied  by  them  in  addressing  each  other. 
Everything  dictatorial,  lordly,  and  austere,  should 
be  avoided.  A  spirit  of  affection  should  be  infused 
into  the  whole  school.  Ask  a  scholar  to  do  what 
you  desire,,  in  just  such  a  tone  as  you  would  nat 
urally  use  in  asking  a  favor  of  a  superior.  Never 
command,  unless  the  pupil  has  neglected  to  do  as 
you  requested  him.  To  display  your  authority 
before  there  is  any  encroachment  upon  it,  or  any 
disposition  shown  to  disregard  it,  is  not  needful. 
Perhaps  there  is  no  way,  in  which  children  may 
be  led  to  speak  kindly  and  affectionately  to  each 
other,  so  easily,  as  by  the  example  of  the  teacher  in 
speaking  kindly  and  affectionately  to  them.  And 
if  any  suppose  that  they  are  adding  to  their  dignity 
and  importance,  in  the  estimation  of  their  scholars, 


132  LECTURES    ON    SCHOOL-KEEPING. 

by  assuming  airs  of  great  superiority  or  lordliness, 
such  persons  must  have  very  little  knowledge  of 
human  nature.  President  Monroe  lost  none  of  his 
dignity,  when,  during  his  tour  to  New  England, 
he  cordially  took  even  children  by  the  hand,  and 
spoke  kindly  and  affectionately  to  them. 

When  it  is  necessary  to  call  a  scholar  to  account 
for  improper  conduct,  the  same  affectionate  man 
ner  is  recommended.  I  would  much  rather  say  to 
a  child  whom  I  saw  breaking  some  important  rule 
of  school,  "  John,  you  may  come  to  me,"  than 
to  say,  u  Come  here,  John."  The  more  benevo 
lent,  kind,  and  affectionate  you  are,  the  more 
plainly  will  he  see  the  impropriety  of  breaking 
those  laws  which  are  designed  by  you  for  his  ben 
efit. 

In  this  connection,  it  will  be  expected,  perhaps, 
that  I  say  something  on  the  subject  of  punish 
ments  ;  for,  after  the  greatest  fidelity  and  dis 
cretion  on  the  part  of  the  instructor,  there  may  be 
some  who  will  not  yield  a  reasonable  and  cheerful 
obedience.  Such  must  be  punished,  both  for  their 
own  reformation  and  as  a  warning  to  others.  It 
would  be  doing  injustice  to  those  who  are  well  dis 
posed,  to  suffer  the  bad,  by  their  frequent  miscon 
duct,  to  prevent  them  from  making  the  progress 
they  desire. 

I  have  already  supposed  a  case,  where  a  scholar 
was  found  guilty  of  doing  wrong,  and  have  pointed 
out  the  way  in  which  I  would  proceed  in  that 
particular  case.  To  the  suggestions  before  made 
under  another  head,  I  would  here  add  a  very  few 
general  directions. 


LECTURES   ON   SCHOOL-KEEPING.  133 

Never  make  remarks  implying  that  you  expect 
scholars  will  do  wrong ;  and  be  not  in  haste  to 
accuse  them.  If  not  guilty,  the  child  feels  grieved 
that  you  should  suppose  him  to  have  done  wrong. 
After  having  been  wrongfully  accused,  he  will 
probably  have  less  dread  of  doing  wrong  than 
before  ;  for  he  already  feels  in  some  measure 
degraded,  in  having  been  supposed  guilty.  It  is 
a  principle  in  the  civil  law,  "  to  suppose  every 
man  innocent  till  he  is  found  guilty."  In  every 
case,  an  inquiry  for  evidence  of  the  fact,  ought  to 
precede  our  accusation.  To  make  inquiry  for  the 
evidence  to  prove  the  innocence  of  a  scholar,  may 
often  be  attended  with  happy  consequences.  If 
acquitted  by  the  evidence  adduced  in  his  favor, 
he  will  love  his  teacher  the  better  for  having  pur 
sued  this  course  ;  and  if  proved  guilty,  he  will  be 
more  likely  to  be  affected  by  what  you  may  say  to 
him  afterwards. 

Be  not  in  haste  to  punish  after  a  fault  has  been 
committed.  Your  first  object  should  be,  to  con 
verse  with  the  scholar,  to  show  him  the  nature  of 
his  crime,  and  to  convince  him  that  he  has  done 
that  which,  if  others  followed  his  example,  would 
destroy  the  usefulness  of  the  school.  If  his  crime 
be  that  of  profaneness,  lying,  or  anything  in  direct 
violation  of  the  laws  of  God,  to  those  all- wise  laws 
he  should  be  referred.  The  awful  consequences 
of  these  vices  to  himself,  should  be  expressly 
shown.  Their  effect  on  the  school,  if  others  should 
follow  his  example,  and  their  effect  on  every  com 
munity,  if  all  should  be  guilty  of  them,  ought 
12 


134  LECTURES   ON   SCHOOL-KEEPING. 

clearly  to  be  exhibited.  After  this,  he  may  be 
required  to  commit  to  memory  those  passages  in 
the  sacred  Scripture,  which  show  with  what  abhor 
rence  the  Supreme  Being  looks  upon  those  enor 
mities.  When  he  has  had  sufficient  time  to  reflect 
on  the  subject,  he  will  be  in  a  state  to  be  profited 
by  proper  punishment.  I  would  recommend  to 
you  never  to  punish  for  an  offence  the  same  day 
on  which  it  was  committed.  The  scholar  will 
usually  endeavor  to  forget  the  subject  when  the 
punishment  is  over  ;  but  he  cannot,  when  he  knows 
it  is  to  come.  It  may,  at  times,  be  proper  to 
defer  it  for  two  or  three  days,  or  a  week.  When 
ever  the  time  arrives,  it  should,  as  before  intimated, 
receive  attention,  to  the  exclusion  of  everything 
else.  Before  being  punished,  he  should  be  interro 
gated  concerning  the  degree  of  punishment  which 
he  thinks  his  crime  deserves,  and  if  he  appears  to 
view  his  offence  as  more  trifling  than  he  ought,  it 
is  important  to  make  him  sensible,  if  possible,  of 
his  error.  If  you  must  punish,  do  it  with  serious 
ness.  To  exhibit  any  levity,  to  laugh,  while  you 
are  inflicting  punishment,  must  always  be  attended 
with  bad  consequences.  The  sufferer  cannot  feel 
otherwise  than  indignant.  He  will  have  good 
reason  to  accuse  you  of  a  wanton  delight  in  his 
suffering,  rather  than  of  having  a  desire  to  do  him 
good.  Decide  on  such  a  mode  as  will  be  most 
likely  to  benefit  the  scholar,  and  prevent  a  repeti 
tion  of  the  crime.  Those  punishments  which  have 
an  effect  on  the  body  only,  usually  do  little  to 
prevent  crime  or  to  reclaim  the  guilty.  As  far  as 


LECTURES    ON    SCHOOL-KEEPING.  185 

possible,  strive  to  have  it  a  punishment  that  will 
affect  the  mind  rather  than  the  body.  To  require 
the  delinquent  to  ask  forgiveness  of  the  instructor, 
or  of  the  school,  —  sometimes  to  require  him  to 
read  a  written  confession  to  the  school,  or  to 
parents,  or  guardians,  —  will  have  the  desired 
effect.  Much  must  be  left  to  the  judgment  of  the 
teacher  at  the  time.  Punishment  should  be  varied 
with  the  disposition,  age,  or  circumstances  of  the 
scholar,  or  the  nature  of  his  offence.  It  is  un 
doubtedly  true,  that  corporeal  punishment  should 
be  the  last  resort.  When  everything  else  fails, 
you  may  have  recourse  to  that.  It  is  sometimes 
necessary,  it  sometimes  does  good.  But  yet,  I  am 
fully  persuaded  it  is  seldom  necessary.  Where  a 
reasonable,  calm,  and  decided  course  is  adopted, 
where  an  instructor  makes  an  appeal  to  the  moral 
sensibility  of  the  child,  and  shows  him  the  nature 
of  his  fault,  experience  has  satisfied  me,  that 
recourse  to  it  will  not  be  necessary,  except  in 
those  cases  where  the  child  seems  devoid  of  com 
mon  sensibility,  or  where  he  has  been  neglected 
till  his  passions  are  too  strong  to  be  controlled  by 
his  reason. 

Always  make  the  punishment  effectual.  This 
rule  is  important,  whether  the  punishment  be  of 
one  kind  or  another.  If  the  child  deserves  the 
punishment,  it  should  not  pass  off  till  he  is  brought 
to  feel  it  as  such,  and  to  realize  the  nature  of  the 
crime  which  he  has  committed.  It  is  sometimes 
true,  that  a  child  punished  but  slightly  is  only 
injured,  not  benefited.  He  boasts  that  his  chastise- 


136  LECTURES    ON   SCHOOL-KEEPING. 

ment  did  not  hurt  him,  that  he  does  not  care,  and 
sometimes  that  he  loves  to  be  punished.  Now  if 
the  subject  passes  off  in  such  a  way,  it  would  have 
been  better,  probably,  to  have  neglected  punish 
ment  entirely.  His  chastisement  does  him  no 
good,  if  it  does  not  humble  him,  and  cause  him  to 
fear  being  brought  again  under  the  censure  of  his 
instructor. 

Connected  with  punishments  is  the  subject  of 
rewards.  These  may  sometimes  be  beneficial ;  but, 
as  they  are  usually  bestowed,  they  probably  do  as 
much  harm  as  good.  To  promise  a  reward,  is 
often  an  excitement  to  study  for  the  sake  of  the 
reward  ;  not  as  a  duty,  or  from  a  love  of  learning, 
or  a  desire  to  merit  the  approbation  of  the  wise 
and  good. 

When  a  prize  is  offered  to  a  number  of  com 
petitors,  those  who  hope  to  gain  it  will  be  excited 
to  emulation  and  to  envy ;  and  those  who  have  no 
such  hope  will  usually  be  discouraged,  and  prob 
ably  make  less  progress  than  if  no  reward  had 
been  offered.  I  would  advise  you  to  promise  no 
rewards,  and  if  you  ever  give  them,  let  such 
honors  be  grounded  on  the  excellence  of  the 
scholar,  his  industry  and  faithfulness,  rather  than 
the  amount  of  knowledge  he  obtains  in  a  given 
time.  One  scholar  may  require  a  week  to  learn 
what  another  will  accomplish  in  a  day.  If  the 
former  perseveres  and  is  faithful  in  his  slow  and 
toilsome  progress,  he  is  to  be  commended  rather 
than  the  other  ;  for  he  has  greater  obstacles  to 
encounter,  and  has  succeeded  in  overcoming  them. 


LECTURES    ON    SCHOOL-KEEPING.  137 

It  is  not  impossible  but  he  may  be  the  more  bene 
fited  of  the  two.  For  it  is  commonly  true  that 
those  who  learn  very  easily  forget  as  easily,  while 
those  who  learn  slowly  remember  better  what  they 
have  acquired.  It  is  not  unusual  for  the  slow 
gains  of  the  mechanic  to  be  eventually  more  pro 
ductive  than  the  rapid  and  golden  streams  of  the 
merchant. 

If  rewards  are  given  at  all,  let  them  be  "  re 
wards  of  merit"  and  not  rewards  for  mere  intel 
lectual  capacity.  The  dull  of  apprehension  are 
not  to  be  punished  for  being  so,  neither  do  the 
more  gifted  merit  praise  for  what  they  have  re 
ceived  from  the  hand  of  God. 


LECTURE  VIII. 

» 

YOUNG  LADIES  AND  GENTLEMEN  :  — 

IN  connection  with  the  government,  I  wish  to 
direct  your  attention  to  the  general  management 
of  schools.  This  is  a  subject  of  much  conse 
quence  ;  for  though  you  may  be  able  to  govern 
with  ease,  yet  it  is  possible  that  you  may  fail,  by 
ill-directed  effort,  of  accomplishing  all  that  is 
reasonably  expected  of  you.  Though  you  must 
fail  in  everything  without  good  government,  yet 
government  alone  will  not  accomplish  all  the  ob 
jects  you  ought  to  have  in  view. 


138  LECTURES    ON    SCHOOL-KEEPING. 

In  the  general  management  of  a  school,  it  is 
important  to  keep  in  mind  always,  that  the  great 
object  is  to  prepare  children  to  be  happy  ;  to  be 
useful  to  themselves  and  others  ;  and  to  teach 
them  how  to  acquire  knowledge  and  how  to  apply 
it.  In  a  word,  the  purpose  of  education  is  to 
teach  how  to  think  and  how  to  act  right  in  all  the 
vicissitudes  of  life.  The  general  management  of 
a  school,  then,  must  be  decided  by  a  reference  to 
these  objects.  It  should  regard  both  the  present 
enjoyment  and  the  future  good  of  its  members. 
Let  me  say  to  every  teacher  :  — 

1.  Endeavor  to  adopt  such  a  course  as  shall 
render  the  school  pleasant.  If  children  associate 
study  with  a  variety  of  agreeable  objects,  they 
will  be  led  to  think  of  it  as  a  pleasure.  We  are 
all  much  affected  by  the  objects  around  us :  if 
they  are  pleasant,  we  are  pleased  ;  if  gloomy  or 
disgusting,  it  is  hardly  possible  for  us  to  be  cheer 
ful  and  happy.  If  we  see  others  smile  or  weep, 
we  are  disposed  to  do  the  same.  Let  the  teacher 
of  the  school  wear  a  smiling  countenance,  let  him 
appear  happy,  and  desirous  of  making  others  so, 
and  he  will  hardly  fail  of  seeing  smiling  faces  and 
contented  looks  around  him. 

Instructors  do  not  always  appreciate  the  great 
importance  of  having  a  school-room  kept  neat, 
and  of  requiring  the  books  and  all  the  apparatus 
of  the  school  to  be  arranged  in  the  best  order. 
I  commend  warmly  the  practice  of  a  teacher 
whose  school  I  once  visited.  Over  the  door  was 
a  card,  with  the  words  "  ORDER,  NEATNESS, 


LECTURES    ON    SCHOOL-KEEPING.  189 

PROMPTNESS,  and  THOROUGHNESS,  essential  pre 
requisites  to  a  good  school."  At  the  commence 
ment  of  school,  after  ringing  a  bell,  she  inquired, 
"  Are  we  ready  to  begin  ?  Is  everything  in 
place,  and  ready  for  use  ?  "  and  as  soon  as  every 
hand  was  raised,  she  remarked,  "  the  exercises 
may  commence."  Before  dismissing,  she  insisted 
that  every  book,  slate,  etc.,  should  be  carefully 
put  in  their  appropriate  places  ;  and  she  never 
dismissed  school  till  the  signal  was  given  by  all, 
that  everything  was  in  order.  Nothing  was  allowed 
to  be  out  of  place  during  any  part  of  the  day, 
and  no  litter  to  accumulate  around  any  desk. 
Equal  pains  were  taken  to  have  as  many  pleasing 
objects  as  possible  placed  in  the  school-room. 
Maps,  pictures,  and  paintings  were  beautifully 
arranged  on  the  walls.  These  and  similar  efforts, 
cost  but  little  time,  but  added  greatly  to  the 
pleasantness  of  the  school.  On  a  card  back  of 
the  teacher's  desk  were  the  words :  A  time  for 
everything,  mid  everything  in  its  time."  Let  all 
teachers  imitate  her  example. 

2.  Eeduce  everything  to  system.  This  will 
have  a  great  tendency  to  promote  what  is  required 
in  the  previous  advice.  By  means  of  system, 
much  more  can  be  accomplished  than  is  possible 
without  it.  Irregularity  is  the  enemy  of  happi 
ness,  and  where  it  extensively  prevails  it  entirely 
prevents  success  in  any  business.  By  having 
a  time  for  everything,  and  doing  everything  in  its 
season,  you  will  be  enabled  to  avoid  confusion,  to 
know  what  to  do,  and  to  take  pleasure  in  doing  it. 


140  LECTURES    ON    SCHOOL-KEEPING. 

But  if  you  wait  for  the  subjects  to  present  them 
selves  before  you  think  what  to  do,  twenty  things 
may  sometimes  come  up  at  once,  and,  in  your  per 
plexity  to  choose  among  them,  you  are  unprepared 
to  attend  to  any.  He  who  tries  to  do  many  things 
at  once,  will  accomplish  nothing.  "  He  that  has 
many  irons  in  the  fire,  must  let  some  of  them 
burn/'  says  an  old  but  true  proverb. 

In  order  to  introduce  system,  attempt  to  do 
only  one  thing  at  a  time.  The  opposite  of  this  I 
have  frequently  seen. 

An  instructor  called  a  class  to  read,  and  in  a 
moment  a  scholar  wished  for  a  copy  ;  the  master 
neglected  his  class,  and  prepared  to  set  one  ;  while 
doing  that,  a  boy  came  with  a  pen  to  be  mended, 
and  before  this  was  done  another  wished  to  be 
assisted  in  his  arithmetic.  While  mending  the 
pen  and  looking  at  the  slate,  another  came  and 
wished  to  be  shown  some  place  on  the  atlas ;  the 
pen  and  slate  were  neglected,  and  the  copy  and 
the  class,  and  two  or  three  minutes  were  devoted 
to  finding  the  place  on  the  map.  Several  other 
calls  were  now  made  at  once,  and  the  teacher 
neglected  all  the  former  to  scold  the  latter  for 
making  him  so  much  trouble.  Here  were  ten  or 
twelve  scholars  all  waiting,  all  doing  nothing,  ex 
cepting  the  class,  which  had  kept  on  reading, 
pronouncing  half  the  words  wrong,  and  neglecting 
every  rule  which  would  have  rendered  the  exercise 
useful.  They  were  then  told  they  had  read 
enough,  and  that  they  might  sit  down.  The 
other  matters  were  despatched  after  a  while ; 


LECTURES    ON   SCHOOL-KEEPING.  141 

another  class  was  called  to  read,  and  a  similar 
course  was  pursued.  Now  how  in  the  name  of 
common  sense  can  a  teacher  endure  this  ?  what 
benefit  can  the  scholar  derive  ?  The  teacher  had 
no  plan,  no  system,  no  order ;  hence,  he  could 
not  avoid  confusion  and  perplexity.  In  all  sorts 
of  business  system  is  important,  but  in  schools  it 
is  indispensable,  if  the  happiness  of  either  teacher 
or  pupil  is  sought.  While  a  class  is  reading,  the 
entire  attention  of  the  teacher  should  be  given  to 
that  exercise.  He  will  thus  be  able  to  give  useful 
instructions.  When  a  class  is  called  to  spell,  let 
this  receive  the  entire  attention.  The  same  should 
be  observed  in  regard  to  writing,  grammar,  arith 
metic,  geography,  etc.  In  this  way,  everything 
will  be  done  without  confusion.  But  by  having 
no  system,  much  must  be  neglected  that  should 
receive  attention,  and  that  be  but  imperfectly 
done  which  is  attempted  to  be  accomplished. 

3.  Another  direction  is,  let  everything  be  done 
thoroughly  when  commenced.  It  may  be  said,  per 
haps,  that  there  is  not  time  ;  that  if  the  school  is 
large,  it  is  impossible  to  go  through  with  the  re 
quired  exercises  thoroughly.  Now  if  this  be  true, 
I  still  insist  on  the  direction  to  do  everything 
thoroughly,  when  it  is  commenced.  If  a  subject 
can  receive  attention  but  once  a  day,  or  but  once 
in  two  clays,  the  scholar  will  derive  more  advan 
tage  from  one  lesson  in  two  days,  if  well  recited 
and  properly  explained,  than  from  half  a  dozen, 
if  but  half  recited  and  not  explained.  In  teach 
ing,  as  in  other  matters,  the  old  adage  is  true, 
"  Work  once  well  done  is  twice  done." 


142  LECTURES    ON    SCHOOL-KEEPING. 

4.  Let  subjects  be  classed  according  to  their 
importance,  and  each  receive  proportionate  atten 
tion.  Some  instructors  have  been  known  to  spend 
a  large  part  of  their  time  in  teaching  a  small  class 
who  were  pursuing  a  favorite  branch.  In  this 
manner,  studies  vastly  important  to  the  majority 
of  scholars  have  received  very  little  attention.  If 
the  teacher  is  much  better  pleased  with  grammar 
than  with  arithmetic,  and  has  a  class  of  five  in 
that,  while  there  are  fifteen  in  this,  he  does  great 
injury  to  the  latter,  if  he  spends  double  the  time 
with  the  smaller  class.  And  yet,  if  more  fond  of 
teaching  grammar  than  arithmetic,  the  teacher  is 
in  danger  of  doing  so.  Those  subjects  which  we 
have  most  frequently  occasion  to  use,  are  more 
important  to  us  than  those  which  we  seldom  wish 
to  employ. 

Heading  and  spelling  are  more  important  than 
geography,  because  without  an  acquaintance  with 
the  former,  we  are  deprived  of  the  means  of 
knowledge.  We  have  occasion  to  employ  our 
knowledge  of  reading  much  more  frequently  than 
a  knowledge  of  geography.  So  arithmetic  is  more 
important  than  grammar,  because  we  find  occasion 
to  use  it  in  the  business  of  life  much  oftener  than* 
we  do  the  rules  of  syntax,  to  which  we  attend  at 
school.  The  instructor  should  endeavor  to  divide 
time,  so  as  to  give  to  each  particular  subject  that 
degree  of  attention  which  properly  belongs  to  it. 
It  is  manifestly  wrong  to  give  an  undue  portion  of 
time  to  some  one  subject,  merely  because  he  may 
have  higher  taste  for  it  than  for  some  other. 


LECTURES    ON   SCHOOL-KEEPING.  148 

The  direction  of  studies  will  claim  much  atten 
tion.  The  best  rule  I  can  give  on  this  point  is, 
to  follow  the  order  of  nature.  Let  those  studies 
receive  attention  first  which  may  be  most  easily 
understood  and  comprehended  by  children  ;  and 
then  let  others  follow  in  the  order  which  common 
sense  would  dictate.  It  would  no  doubt  be  im 
practicable  to  attempt  to  introduce  fully,  in  our 
schools,  the  German  or  Prussian  method  entire. 
In  those  schools,  during  the  first  and  second  year 
that  children  attend,  oral  instruction  only  is  given. 
During  this  period,  children  are  taught  the  ele 
ments  of  natural  history  ;  the  elements  of  arith 
metic  ;  are  taught  to  sing,  and  also  to  observe  and 
describe  all  familiar  objects  ;  in  which  exercise, 
constant  attention  is  paid  to  accuracy  in  pronun 
ciation  and  the  use  of  words ;  they  thus  acquire 
the  elements  of  grammar,  without  the  name.  The 
accuracy  with  which  children  in  those  schools 
speak,  and  describe  objects,  before  they  are  seven 
years  of  age,  would  be  surprising  to  the  best  in 
structors  in  this  country.  But  though  it  may  be 
impracticable  to  attempt  to  introduce  the  German 
method  fully,  some  parts  may  be  copied.  Oral 
instruction  is  of  great  importance,  preceding  the 
period  when  children  are  able  to  employ  books 
in  getting  lessons.  Hints,  however,  on  this  sub 
ject  will  be  given  when  discussing  the  mode  of 
teaching. 

When  the  child  has  acquired  so  much  knowl 
edge  of  reading  as  to  be  able  to  give  a  proper 
pronunciation  to  syllables  and  words,  his  attention 


114  LECTURES   ON   SCHOOL-KEEPING. 

should  be  directed  to  their  meaning.  Words  are 
signs  of  ideas  ;  and  it  is  an  object  of  high  impor 
tance  that  a  very  early  habit  should  be  formed, 
of  ascertaining  their  meaning.  Not  being  able  to 
have  recourse  to  a  dictionary,  it  must  devolve  on 
the  teacher  to  explain  words.  This  should,  as 
much  as  possible,  be  done  by  means  of  sensible 
objects.  Some  little  story  in  which  the  word  oc 
curs  may  be  related  to  a  child,  which  will  often 
fix  the  meaning  permanently  in  his  mind  ;  or  the 
word  may  be  explained  by  its  opposite.  Much 
attention  should  be  given  at  this  time  to  pronuncia 
tion.  This  will  be  learned  mostly  from  the  exam 
ple  of  the  teacher.  Great  care  is  necessary  here, 
because  it  is  as  easy  to  learn  right  as  wrong  at 
first,  and  when  one  has  been  taught  wrong,  it 
requires  more  time  to  unlearn  than  to  learn  right 
at  first. 

Children  are  capable  at  a  very  early  age  of 
understanding  something  of  numbers.  They  can 
be  taught  to  enumerate  and  to  read  figures  much 
earlier  than  many  suppose,  as  has  been  proved  in 
infant  schools.  They  may  be  taught  to  add,  sub 
tract,  multiply,  and  divide,  by  the  aid  of  tangible 
or  visible  objects.  By  this  process  they  will  be 
able  to  form  distinct  ideas  of  the  nature  and  com 
bination  of  numbers.  I  would  not  be  understood 
to  imply,  that  children  at  a  very  early  age  will  be 
able  to  comprehend  the  more  complex  operations 
of  arithmetic,  but  the  simple  rules  are  easily  made 
intelligible  to  children  from  four  to  six  years  of 


LECTURES    ON   SCHOOL-KEEPING.  145 

Geography  may  be  an  early  study.  Having  a 
picture  or  map  before  him,  the  child  will  be  able 
to  understand  what  he  could  not  without  such  oc- 
cular  demonstration.  Children  are  almost  always 
pleased  with  maps.  Hence  they  are  interested  in 
this  study  at  an  age  when  it  would  be  impossible 
to  engage  their  attention  in  the  exercise  without 
the  aid  of  maps. 

History  may  be  an  early  study  with  children. 
They  are  commonly  pleased  with  stories,  and 
where  the  terms  made  use  of  in  little  histories  are 
such  as  they  can  comprehend,  and  the  facts  in  the 
narrative  are  prominent,  they  will  be  interested 
and  amused.  It  is  desirable  that  the  geography 
and  history  first  used  should  be  of  one's  own 
town,  State,  or  country. 

After  some  attention  has  been  paid  to  these 
subjects,  the  scholar  will  be  prepared  to  attend 
profitably  to  arithmetic  and  geography  in  a  more 
thorough  manner,  and  to  pursue  those  parts  which 
would  not  at  first  have  been  intelligible  or 
interesting. 

Grammar  may,  in  its  most  simple  parts,  be 
early  understood  and  rendered  interesting.  But 
the  child  requires  judgment,  to  be  able  to  apply 
the  rules  of  syntax.  After  some  knowledge  of 
these  benches  has  been  gained,  it  is  not  so  im 
portant  what  others  shall  follow  them.  It  will  be 
important,  however,  to  have  regard  constantly  to 
the  probable  destination  of  the  child.  To  direct 
the  preparatory  studies  of  a  merchant  or  mechanic 
in  the  same  manner  as  of  a  teacher  or  physician, 
13 


146  LECTURES   ON   SCHOOL-KEEPING. 

is  not  always  judicious.  Some  ground  is,  indeed, 
common  to  all.  '  But  particular  branches  may 
essentially  benefit  one,  which  may  be  dispensed 
with  by  another,  without  serious  disadvantage. 

The  general  management  of  a  school  has  neces 
sarily  intimate  relation  to  the  mode  of  imparting 
instruction.  As  I  address  those  who  will  conduct 
summer  schools,  as  well  as  those  who  will  be  em 
ployed  in  schools  taught  in  winter,  before  proceed 
ing  to  the  general  suggestions  on  the  mode  of 
teaching,  I  will  offer  a  few  remarks  having  more 
special  reference  to  schools  where  the  pupils  are 
young.  Many  schools  of  this  class  are  constituted 
principally  of  children  under  eight  years  of  age. 
In  such  schools  much  time  must  be  spent  in  oral 
instruction,  or  the  pupils  can  derive  but  little 
benefit.  The  exercises  may,  and  ought  to  be, 
conducted  differently  from  schools  where  the  larger 
part  can  use  books,  and  prepare  regular  lessons. 
I  can  present  no  hints  to  teachers  in  such  schools 
which  will  be  more  valuable  than  those  taken  in 
part  from  a  description  of  one  of  the  schools  in 
Hartford,  Connecticut,  as  given  by  the  conductors 
of  the  Journal  of  Education,  several  years  ago :  — 

"  I  have  before  remarked,  that  an  object  of  the 
first  importance  is,  to  teach  children  to  think ;  to 
call  into  exercise  their  own  powers  of  mind.  For 
this  purpose,  various  means  may  be  used.  The 
teacher  will  be  obliged  to  tax  her  invention  from 
day  to  day,  and  to  vary  her  course  according  to 
the  circumstances  in  which  she  is  placed.  An 
eminent  instructor  observed,  a  few  years  since, 


LECTURES    ON   SCHOOL-KEEPING.  147 

that,  after  all  our  improvements,  there  was  still 
one  sort  of  schools  wanted,  namely,  thinking 
schools.  Every  school,  however,  where  the  pupils 
are  taught  rationally,  is  in  efiect  a  thinking  school. 
Formerly,  many  teachers  seemed  to  suppose  their 
whole  duty  consisted  in  filling  children's  heads 
with  words.  The  child  who  could  commit  the  great 
est  number  of  verses  or  pages  to  memory  in  a  given 
time,  was  considered  the  best  scholar.  For  this 
erroneous  practice,  another  has  recently  been  sub 
stituted,  which  is  scarcely  less  pernicious.  Find 
ing  that  words  did  not  always  convey  ideas,  and 
justly  supposing  it  important  to  make  everything 
presented  to  children  perfectly  intelligible,  —  in 
stead  of  words  to  give  them  ideas, —  it  was  hence 
hastily  concluded  that  they  would  be  learned  in 
proportion  to  the  number  of  ideas  which  could  be 
crowded  into  their  minds.  This  is  a  great  mistake. 
As  well  might  it  be  supposed  that  the  physical 
frame  of  a  child  will  grow  exactly  in  proportion 
to  the  quantity  of  food  which  can  be  crammed  into 
his  stomach,  as  that  the  mind  expands  in  exact 
proportion  to  the  number  of  ideas  or  facts  with 
which  it  is  crowded.  Nothing  nourishes  or  gives 
vigor  in  either  case,  but  what  is,  in  a  certain  sense 
at  least,  digested.  In  both  cases,  more  at  a  time 
than  can  be  digested  is  not  only  useless  but  in 
jurious 

"  Considerable  pains  is  taken  here  to  make  the 
children  think  ;  though  not  half  as  much  as  is  de 
sirable.  There  is  still  too  much  filling  the  mind 
with  the  ideas  of  others,  instead  of  habituating 


148     LECTURES  ON  SCHOOL-KEEPING. 

the  pupil  to  teach  himself,  and  make  those  ideas 
his  own.  In  order  to  have  ideas  our  own,  we 
must  be  led  to  originate  them,  as  it  were,  for  our 
selves  ;  we  must  learn  how  to  arrange  them,  and 
when  and  where  to  apply  them.  A  person  might 
have  the  best  chest  of  tools  in  the  world,  but  would 
he  therefore  of  course  be  a  mechanic  ? 

"  The  familiar,  common  sense  explanations  and 
illustrations  of  science,  which  are  given  here  from 
day  to  day,  have  a  wonderful  effect,  so  far  as  they 
go,  in  teaching  the  pupils  to  think,  and  invent, 
and  originate  for  themselves.  The  following  plan 
is  sometimes  adopted,  both  to  teach  them  to  think, 
and  as  a  physical  exercise  :  — 

"  They  are  requested  in  the  first  place  to  sii 
still  a  few  minutes,  and  try  to  recall  some  fact  of 
which  they  have  heard  or  read  ;  or  recollect  some 
thing  which  has  fallen  within  the  range  of  their 
own  observation.  After  a  short  interval  of  silence, 
those  who  have  thought  of  something  to  say,  raise 
their  hands.  The  teacher  then  selects  one  from 
this  number,  who  goes  to  the  middle  of  the  floor, 
and  repeats,  in  a  distinct  voice,  the  fact  which  he 
has  thought  of.  Sometimes,  they  walk  once  round 
the  room  while  they  are  speaking.  The  pupil 
then  takes  his  seat,  and  another  follows  in  the 
same  manner.  They  are  very  fond  of  this  exer 
cise,  and  I  never  saw  them  weary  of  it ;  but  they 
always  leave  it  off  with  apparent  reluctance.  In 
deed,  it  should  be  so  ;  for  then  they  will  enter 
upon  it  in  future  with  the  same  eagerness  as  before. 

"  Great  pains  is  taken  to  render  these  little 


LECTURES    ON    SCHOOL-KEEPING.  149 

speeches  the  results  of  their  own  mental  opera 
tions.  They  are  not  often  suffered  to  repeat  the 
precise  language  they  have  read  or  heard,  but  are 
required  to  invent  language  of  their  own.  They 
are,  however,  constantly  falling  into  this  habit  of 
imitation,  unless  they  are  guarded.  To  ascertain 
whether  they  understand  the  wrords  they  use,  they 
are  frequently  questioned  on  the  subject. 

"  An  experienced  instructor  in  this  State  used 
to  require  her  oldest  class  of  pupils  to  recall,  and 
be  able  to  relate,  every  morning,  the  events  and 
exercises  of  the  preceding  day.  The  time  assign 
ed  to  this  exercise  was  immediately  after  reading 
in  the  New  Testament,  at  the  opening  of  the  school. 
They  were  required  to  think  closely  for  ten  min 
utes,  the  teacher  informing  them  when  the  time 
was  expired.  After  this,  any  one  of  them  was 
liable  to  be  called  upon  to  give  the  narration. 
Some  of  them  used  to  relate  everything  in  the 
most  minute  manner." 

Another  mode  may  be  successfully  adopted. 
The  teacher,  holding  in  her  hands  some  object, 
•suppose  a  fragment  of  stone,  asks, — 

Children,  do  you  see  what  I  have  in  my  hand  ? 

C.  Nothing  but  a  piece  of  stone. 

T.  Well,  what  do  you  suppose  I  am  going  to 
do  with  it ;  can  you  think  ? 

list  0.  I  don't  know. 

2d  0.  Talk  to  us  about  it. 

3d  0.  Tell  us  to  think  about  it. 

T.  Can  any  of  you  think  of  anything  to  say 
about  it.  [A  pause.] 

JS* 


150  LECTURES    ON    SCHOOL-KEEPING. 

T.  Who  made  it  ? 

C.  God  made  it ;  for  he  made  everything. 

T.  Did  he  make  it  for  any  purpose  ? 

C.  He  did  ;  for  nothing  is  made  in  vain. 

T.  Can  you  think  of  any  use  to  which  stones 
are  applied  ?  Each  one  who  can  think  of  any 
thing,  may  tell  me. 

'Ist  C.  To  make  walls. 

2J  0.  To  make  doorsteps. 

3c?  0.  Houses  are  underpinned  with  stones. 

4^7?  0.  Do  not  people  pave  streets  with  stones  ? 

5th  C.  I  have  seen  a  house  made  of  stones. 

T.  Anything  else  ?  think. 

(7.  Millstones,  to  grind  corn  and  wheat  with. 

2d.  C.  I  went  over  a  bridge  once  that  was 
made  of  stones. 

T.  Can  any  one  think  of  anything  else  ? 

C.  Hearths  are  sometimes  made  of  stones. 

2d  C.  Jambs  are  also  made  of  marble,  which 
is  one  kind  of  stone. 

T.  Who  can  think  of  anything  else  for  which 
stones  are  useful  ? 

0.  I  remember  of  reading  that  Bunker  Hill 
Monument  is  made  of  stone. 

The  teacher  may  ask  the  question  several  times  ; 
and  when  no  one  can  think  of  any  other  use,  she 
may  explain  the  mode  of  obtaining  lime  from  stone  ; 
the  value  of  plaster-stone,  as  manure,  etc. 

At  another  time  she  holds  up  a  nail,  and  asks, 
What  is  this,  children  ? 

C.  A  nail. 

T.  What  is  it  made  of? 


LECTURES    ON    SCHOOL-KEEPING.  151 

0.  Iron. 

T.  Can  you  tell  me  where  iron  comes  from? 
Does  it  grow  as  trees  do  ? 

0.  No ;  it  is  obtained  from  the  ground. 

T.  Can  you  think  of  anything  else  that  is  made 
of  iron  ? 

C.  Yes ;  a  knife,  a  chain,  an  axe,  a  crane,  a 
hoe,  a  part  of  ploughs  and  harrows. 

T.  Can  you  think  of  anything  else  ? 

0.  Yes  ;  the  stove  is  made  of  iron. 

T.  Can  you  think  of  anything  else  ? 

0.  Yes  ;  a  horseshoe. 

T.  Anything  else  ? 

When  the  teacher  has  elicited  every  answer 
that  can  be  given  by  the  children,  she  varies  her 
questions,  and  inquires  whether  it  is  very  useful : 
whether  people  could  live  in  civilized  society  with 
out  it ;  or,  whether  iron  or  copper  is  the  more 
useful.  The  conclusions  they  will  be  able  to  form 
will  be  very  generally  found  correct.  The  chief 
benefit  of  this  course  is,  the  exercise  of  mind  it 
gives  to  the  children.  They  are  led  to  think  ;  to 
examine  and  inquire ;  and  will  thus  be  led  to  form 
habits  of  reflection. 

A  knife,  book,  pen,  piece  of  glass,  watch,  flower, 
stick,  etc.,  may  be  used  in  the  same  exercise,  and 
the  exercise  will  always  receive  attention.  The 
course  may  be  varied,  by  proposing  questions  like 
the  following :  — 

Can  any  child  mention  anything  that  is  great  ? 

Why  is    great  ? 

Who  will  mention  something  that  is  good  ? 


152  LECTURES    ON   SCHOOL-KEEPING. 

"Why  is good  ? 

Mention  something  that  is  valuable  ?  Why  is, 
valuable  ? 

Can  you  mention  anything  that  is  beautiful  ? 
Why  is  it  beautiful  ? 

Tell  me  of  something  that  is  mean,  unkind, 
cowardly,  wicked ;  or  virtuous,  benevolent,  lovely, 
praiseworthy,  etc.,  etc. 

In  giving  answers  to  these  questions,  a  very 
young  child  will  often  discover  reflection  surpris 
ing  to  any  one  who  has  never  performed  the  exper 
iment.  The  teacher  ought  always  to  ask  for  the 
reason  why  the  particular  thing  possesses  the 
character  ascribed  to  it  by  the  child,  and  may 
remark  as  freely  on  every  subject  as  may  be  con 
sidered  necessary.  If  it  is  asked,  how  much  time 
should  be  occupied  in  exercises  of  this  character, 
I  reply,  that  this  must  always  be  determined  by 
circumstances.  In  a  school  where  the  children  are 
nearly  all  able  to  pursue  a  regular  study,  and  are 
prepared  to  improve  time  profitably  in  getting  les 
sons,  a  much  shorter  portion  of  time  should  be 
thus  employed  than  in  other  schools,  where  but 
few  are  able  to  read.  In  every  primary  school, 
however,  some  part  of  both  the  morning  and  after 
noon  ought  to  be  thus  occupied.  If  no  more  than 
five  minutes  can  be  spent  in  this  way,  it  should 
be  improved ;  but  fifteen  or  twenty  minutes  may 
in  most  cases  be  very  usefully  devoted,  in  each 
part  of  the  day.  An  exercise  in  arithmetic,  hav 
ing  the  same  object  in  view,  has  been  conducted 
in  many  schools,  with  very  great  benefit  to  the 


LECTURES    ON   SCHOOL-KEEPING.  153 

children.  I  might  easily  spend  the  time  of  a  whole 
Lecture  in  describing  various  modes  in  which  you 
may  proceed ;  but  I  will  add  the  following  only. 

Take  the  numeral  frame  or  arithmeticon  :  or,  if 
not  possessed  of  either  of  these,  take  pieces  of 
paper,  or  anything  else  which  may  be  seen  by  all 
the  children  at  the  same  time  ;  and,  pointing  to  one 
at  a  time,  let  them  count.  Then  change  the  ex 
ercise,  and  let  them  count  by  two  and  three,  etc. 
As  another  exercise,  they  may  be  taught  to  add 
two  to  two,  to  four,  to  five,  etc.,  continuing  as  far 
as  they  are  able.  Then  add  three  to  three,  to 
four,  etc.  Exercises  in  subtracting,  and  the  other 
fundamental  rules,  may  be  made  equally  simple ; 
and  children  may,  at  a  very  early  age,  make  some 
progress  in  them.  Every  teacher  ought  to  have, 
as  a  guide  in  these  exercises,  arithmetical  cards, 
or  something  similar.* 

Another  exercise  by  which  habits  of  thinking 
can  be  promoted,  may  be,  defining  words.  This 
may  be  done  by  giving  a  word,  and  requiring 
them  to  tell  its  opposite.  The  teacher  may  ask, 
What  is  the  opposite  to  cold  ?  The  children  will 
at  once  say,  hot.  What  is  the  opposite  of  great, 
good,  pretty,  virtue,  knowledge,  etc.  ?  I  think 
this  is  one  of  the  best  means  of  leading  children 
to  distinct  ideas  of  the  knowledge  of  words,  and 
it  is  always  pleasing  to  them.  Many  other  means 
may  be  employed  for  making  them  acquainted  with 
words.  One,  that  is  well  calculated  to  interest  the 

*  Emerson's  first  No.  of  the  N.  A.  Arithmetic  may  be  usefully 
employed. 


154  LECTURES   ON   SCHOOL  KEEPING. 

attention,  is  that  of  giving  them  a  word  to  think 
of,  and  then  reading  a  little  story  which  will  ex 
plain  it.  Let  the  word  cruelty  be  given  ;  then,  to 
explain  it,  read  the  account  of  the  treatment  of 
Joseph  by  his  brethren,  and  tell  them  that  was 
cruel.  The  story  of  Absalom's  usurping  the  throne 
of  his  father,  and  going  to  war  with  him,  after  his 
father  had  treated  him  with  great  kindness,  will 
be  a  proper  illustration.  The  story  of  the  trial 
and  scourging  of  the  Saviour  by  the  wicked  Jews, 
will  be  perhaps  a  better  illustration  than  either. 

Another  exercise  may  be  in  natural  history.  In 
this  the  youngest  scholars  may  engage,  and  will 
always  be  found  ready  to  give  their  attention.  If 
not  furnished  with  the  infant  school  cards,  every 
teacher  should  provide  herself  with  as  many  pic 
tures  of  animals,  etc.,  as  may  be  convenient. 
Whenever  the  children  appear  fatigued,  they  may, 
without  any  previous  notice,  be  permitted  to  rise 
or  gather  round  you  while  you  proceed  with  a 
lesson.  Many  are  furnished  in  the  "  Infant  School 
Manual,"  which  I  hope  every  one  employed  in 
teaching  very  young  children  will  possess.  Much 
assistance  may  be  derived  from  it. 

A  first  lesson  may  be  about  the  division,  kinds, 
or  classes,  of  animals.  You  may  tell  them  the 
names  of  different  classes  and  individuals,  and  also 
describe  their  most  striking  characteristics  ;  as, 
quadrupeds,  or  four-footed  ;  bipeds,  or  two-footed  ; 
carnivorous,  or  those  that  feed  upon  flesh,  etc., 
etc.  Fowls,  fishes,  serpents,  insects,  animalcule, 
etc.,  may  be  described.  Trees  may  be  divided 


LECTURES   ON   SCHOOL-KEEPING.  155 

into  classes.  Vegetables  may  also  be  classed ; 
and  those  on  which  we  depend  for  food  and  cloth 
ing  may  be  particularly  examined.  But  it  will 
be  better,  generally,  to  defer  a  very  particular 
attention  to  these,  till  after  a  number  of  lessons 
have  been  given  on  animals.  The  picture  of  a 
single  animal  may  be  sufficient  to  present  at  one 
time. 

T.  What  animal  does  this  picture  represent  r 

0.  A  cow,  [or  as  the  case  may  be.] 

T.  Is  the  cow  a  quadruped  or  biped  ?        I 

Is  the  cow  carnivorous  ? 

On  what  does  she  feed  ? 

Where  does  the  cow  live  ? 

Is  she  a  valuable  animal  ?   why  valuable  ? 

Is  she  wild  or  tame  ?  ferocious  or  gentle  ?  large 
or  small  ? 

What  does  she  furnish  for  our  use  ? 

What  is  the  flesh  of  cows  good  for  ?  what  is  it 
called  ? 

Is  the  skin  of  any  use  ?  hair  ?  horns  ?  feet  ? 
bones  ? 

Is  any  other  part  valuable  ? 

Questions  may  be  varied  indefinitely,  till  every 
thing  is  said  which  may  be  useful.  The  questions 
above  may  be  easily  altered,  so  as  to  be  applica 
ble  to  any  animal  of  which  you  may  have  a  pic 
ture. 

The  following  Lessons  are  extracted  from  an 
interesting  series,  found  in  the  "  Infant  School 
Manual"  I  give  them  for  the  benefit  of  those 
who  may  not  possess  any  book  to  aid  them. 


156  LECTURES   ON   SCHOOL-KEEPING. 


DEER. 

What  animal  is  this  ? 

The  deer. 

How  does  it  appear  ? 

Very  beautiful  and  harmless,  and  runs  very  swiftly. 

For  what  is  it  useful  ? 

The  skin  makes  a  soft  and  strong  leather,  which  is  made 
into  gloves  and  shoes ;  their  flesh  makes  delicious  meat. 

What  is  the  meat  called  ? 

Venison.  Its  horns  are  useful  in  making  knife-handles, 
and  other  articles.  Butter  and  cheese  are  sometimes 
made  of  its  milk. 

To  what  age  does  it  live  ? 

Thirty-five  or  forty  years. 

What  does  the  deer  use  for  food  ? 

It  eats  the  stalks,  leaves,  and  moss  of  trees. 

What  are  the  other  animals  of  the  deer  kind  called  ? 

Fallow-deer,  reindeer,  roebuck,  moose,  and  elk. 

Where  are  all  these  animals  found  ? 

In  almost  all  parts  of  the  earth  where  there  are  large 
forests  for  them  to  range. 


DOG. 

What  is  this  ? 

The  dog. 

For  what  is  the  dog  useful  ? 

He  is  a  faithful  servant  to  man ;  and,  as  he  is  permitted 
to  accompany  him,  he  feels  proud ;  and,  above  all  other 
animals,  he  is  useful  to  defend  his  master's  person  and 
property. 

Does  the  dog  know  more  than  most  other  animals  ? 

He  does ;  he  loves  and  obeys  his  master,  and  always 
does  as  he  is  bid. 


LECTURES  ON  SCHOOL-KEEPING.     157 

T.    I  hope  rny  dear  children  will  not  suffer  the  dog 
to  surpass  them  in  obedience.     Now  you  may  repeat :  — • 

I'll  never  hurt  a  little  dog, 

But  stroke  and  p_at  his  head ; 

I  like  to  see  the  joy  he  shows, 

I  like  to  see  him  fed. 

Poor  little  dogs  are  very  good, 

And  very  useful  too, 

For  do  you  know  that  they  will  mind 

What  they  are  told  to  do  ? 

And  children  all  should  surely  be 

As  ready  to  obey : 

Let  us  like  them  each  token  see, 

And  do  as  well  as  they. 


BEAVER. 

What  kind  of  an  animal  is  the  beaver  ? 

It  is  amphibious. 

For  what  is  the  beaver  remarkable  ? 

For  skill  and  industry. 

In  what  does  its  conduct  resemble  man  ? 

In  forming  societies  do  to  a  great  work.  Two  or  three 
hundred  of  them  all  work  together  in  building  their 
houses,  and,  when  they  have  finished  them,  each  family 
keeps  to  its  own  house. 

Where  do  they  build  their  houses  ? 

By  the  water-side,  as  they  are  fond  of  bathing. 

How  do  they  build  them  ? 

They  make  them  very  nice;  with  three  rooms>  one 
above  another. 

Of  what  do  they  make  their  houses  ? 

Of  sticks  of  wood.  They  plaster  them  with  clay,  and 
keep  them  very  clean.  The  houses  are  round,  like  an 
oven.  Each  beaver  has  a  bed  of  moss  to  sleep  on,  and  a 
store  of  food. 

What  is  their  food  ? 

14 


158  LECTURES    ON    SCHOOL-KEEPING. 

The  bark  of  trees  and  small  sticks,  which  they  pile  up 
very  nicely. 

Do  they  ever  quarrel  ? 

No  ;  they  live  in  peace,  and  appear  quite  happy. 

Does  it  make  children  unhappy  to  quarrel  ? 

It  does ;  it  is  better  to  live  in  peace,  and  work  as  the 
beavers  do. 

Do  men  sometimes  disturb  their  peace,  and  kill  them  ? 

They  do,  to  get  their  skins,  which  have  fur  on  them, 
which  is  useful  in  making  hats  ;  they  also  procure  from 
beavers  a  medicine,  called  castoreum,  which  is  found  in 
bags  of  skin  as  large  as  an  egg. 

How  large  is  the  beaver  ? 

It  is  as  large  as  a  common-sized  dog,  but  very  different 
in  its  form.  Its  teeth  are  remarkable  for  cutting.  It  will 
cut  off  large  trees  with  its  teeth,  to  make  dams  across  the 
water. 

Who  has  taught  the  beaver  to  do  these  things  ? 

It  is  God,  who  made  all  creatures,  and  guides  them  by 
his  wisdom. 


THE    CAMEL. 

What  ill-looking  creature  is  this  ? 
It  is  a  camel. 

Is  it  naughty,  because  it  looks  ugly  ? 
O  no,  it  is  a  very  good  animal. 
What  is  it  good  for  ? 

It  will  obey  its  master,  and  carry  great  loads  of  goods. 
Of  what  other  use  is  the  camel  ? 
It  gives  milk,  which  is  good  for  food,  and  its  hair  is  used 
to  make  clothing. 

Where  is  this  animal  found  ? 
In  Asia  and  Africa. 
How  tall  is  the  camel  ? 


LECTURES   ON   SCHOOL-KEEPING.  159 

Six  or  seven  feet. 

Where  is  it  most  useful  ? 

In  the  deserts  of  Arabia. 

What  is  a  desert  ? 

It  is  a  large  country  of  sand,  where  no  grass  or  trees 
grow,  and  no  streams  of  water  run. 

Can  camels  travel  in  the  desert  without  drinking 
water  ? 

They  drink  enough  at  one  time  to  last  them  several 
days. 

How  long  does  it  take  them  to  cross  the  desert  ? 

Sometimes  they  travel  several  months  before  they  get 
across. 

What  do  they  do  for  drink,  then  ? 

Their  masters  sometimes  go  out  of  their  way  to  find 
water  at  a  distance. 

Can  camels  smell  water  before  they  see  it  ? 

They  will  smell  water  a  mile  off,  and  travel  very  fast, 
till  they  come  to  it. 

Does  one  man  go  alone  with  his  camel,  and  carry  goods 
across  the  desert  ? 

No ;  they  are  afraid  to  go  alone,  because  of  the  robbers. 

Who  are  these  robbers  ? 

Wicked  men,  in  Arabia,  who  catch  people  in  the 
desert  and  take  away  their  goods. 

How  many  men  travel  together  in  these  deserts  ? 

Sometimes  one  thousand  men  with  their  camels  go 
together. 

What  is  such  a  company  of  men  and  camels  called  ? 

A  caravan. 

How  much  can  one  camel  carry  ? 

A  large  camel  will  carry  one  thousand  pounds. 

How  do  men  put  so  great  a  load  upon  their  high 
backs  ? 

The  camel  kneels  down  so  low,  when  his  master  bids 
him,  that  it  is  easy  to  put  on  the  load. 


160  LECTURES   ON   SCHOOL-KEEPING. 

What  will  the  camel  do,  if  they  put  too  heavy  a  load 
on  him  ? 

He  will  cry  loudly,  and  will  not  rise  till  a  part  is  taken 
off. 

Do  their  masters  drive  them  with  a  whip,  as  they  do 
the  horse  ? 

No,  they  do  not  whip  them  ;  they  sing  or  whistle  to 
make  them  go ;  and  the  louder  they  sing  the  faster  they 
will  go. 

Will  they  stop,  when  their  masters  stop  singing  ? 

They  will.  If  their  masters  begin  to  sing  to  them  they 
must  continue  singing  till  night,  or  they  cannot  make 
them  go. 

What  did  Joseph's  brethren  do,  when  they  saw  such  a 
company  of  men  and  camels  coming  ? 

They  drew  Joseph  up  out  of  the  pit,  and  sold  him  to 
them. 

Other  subjects  in  natural  history  may  be  used 
in  the  same  way.  An  orange,  grape,  filbert,  or 
some  other  vegetable,  may  be  taken  instead  of  a 
picture,  and,  when  they  can  be  obtained,  will  be 
preferable. 

If  any  of  the  scholars  have  learned  to  read, 
they  may  be  requested  to  repeat  from  memory  all 
they  can  recollect  about  an  animal,  mineral,  or 
vegetable,  which  has  been  described.  Several 
books  containing  such  accounts  ought  to  be  found 
in  every  school.  Another  exercise,  to  which  you 
may  direct  the  attention  of  the  younger  members 
of  your  school,  is  making  letters,  figures,  etc.,  on 
a  blackboard  or  slate.  The  former  is  an  article 
of  furniture  indispensable  in  every  school-room, 
and  the  latter  should  be  furnished  to  every  child, 


LECTURES    ON   SCHOOL-KEEPING.  161 

of  -whatever  age.  Variety,  in  the  exercises  of 
those  who  cannot  read,  is  exceedingly  important ; 
and  must  be  regarded,  if  you  would  make  them 
happy. 

Children  may  spell  words  by  writing  them  on  a 
slate  nearly  as  early  as  they  can  spell  orally; 
and,  judging  from  experiments  made,  I  know  of  few 
exercises  either  more  useful  or  more  pleasant  to 
them. 


LECTURE  IX. 

YOUNG  LADIES  AND  GENTLEMEN  :  — 

I  OFFERED  some  remarks  in  the  last  Lecture, 
with  regard  to  the  manner  of  teaching  and  inter 
esting  the  younger  members  of  your  schools.  The 
suggestions  in  this  will  have  more  particular  refer 
ence  to  methods  to  be  adopted  in  schools  composed 
generally  of  older  scholars.  I  shall  attempt  no 
more  than  to  make  some  general  suggestions,  and 
express  my  own  opinions.  No  one  can  follow  out 
fully  the  plan  of  another.  Each  of  you  must  make 
your  own  plan,  after  obtaining  all  the  light  you 
can  on  different  modes.  To  aid  you  in  forming 
such  a  plan,  is  all  that  I  can  hope  to  accomplish. 

In  the  first   place,  I  would  have  you  guard 
against  supposing  that  your  whole  duty  consists  in 
14* 


162  LECTURES   ON   SCHOOL-KEEPING. 

enabling  your  scholars  to  acquire  a  knowledge  of 
the  looks  put  into  their  hands.  This  will  be  but 
a  part,  and  sometimes  a  small  part,  of  your  duty. 
It  is  the  subject,  not  the  book,  which  is  the  more 
important.  The  book  is  the  instrument ,  which 
you  are  to  teach  them  how  to  use,  in  order  to 
obtain  the  knowledge  desired.  To  direct  and 
assist  them  in  this,  and  to  lead  them  to  exercise 
their  own  powers  and  elicit  their  own  strength,  is 
the  principal  duty  of  an  instructor. 

In  teaching,  let  it  be  your  first  object  to  have 
everything  understood.  If  the  language  in  a  text 
book  is  unintelligible,  or  even  some  of  the  most 
important  words  are  not  understood,  we  obtain  no 
distinct  ideas.  But  let  the  thought  be  clothed  in 
language  with  which  we  are  familiar,  and  our 
attention  is  fixed,  we  are  pleased  and  instructed  ; 
we  obtain  ideas,  and  may  receive  benefit. 

Hardly  anything  is  more  common  than  for 
instructors  to  presume  that  their  scholars  under 
stand  subjects,  when  they  do  not.  This  error  is 
increased  by  the  decision  of  the  pupil  himself. 
"  Do  you  understand  this  ?"  is  often  asked,  and 
the  learner  answers,  "  Yes."  The  presumption 
that  he  does,  too  often  satisfies  the  instructor,  and 
the  benefit  the  child  might  derive  is  lost.  The 
teacher  should  interrogate  the  scholar  till  he 
ascertains  whether  he  understands  the  subject ;  and 
if  it  should  be  found  that  he  does,  there  will  be  an 
additional  benefit  to  the  pupil  by  an  exercise  of 
his  powers  in  explaining  it. 

"  I  know,  but  cannot  tell,"  is  a  reply  that  has 


LECTURES    ON    SCHOOL-KEEPING.  163 

been  given  a  thousand  times,  by  children  and 
youth,  when  I  have  asked  a  reason  for  rules  and 
principles.  "  Why  do  you  reject  the  9's  in  proving 
the  simple  rules  of  arithmetic  ?  and  how  do  you 
know  that  this  is  a  proper  mode  of  proof?"  "  I 
know,  but  cannot  tell."  The  scholar  is  honest. 
He  supposes  he  does  know,  because  he  finds  the 
directions  in  the  rule  are  verified  by  the  example 
in  question.  The  learner  misjudges.  He  believes 
he  has  the  requisite  knowledge,  when  he  has  not. 
If  the  teacher  relies  on  the  opinion  of  his  pupil,  he 
fails  often  of  doing  any  service.  The  instructor 
should  take  measures  to  know  whether  the  pupil 
understands  a  subject  clearly.  You  should  take 
nothing  on  trust;  but  question  and  examine  till 
you  know  scholars  understand  the  principles,  and 
have  correct  views  of  the  subject.  When  this  is 
done  you  will  have  performed  your  duty,  and  not 
till  then. 

2.  In  your  teaching,  use  the  most  simple  mode 
of  illustration.  If  an  illustration  be  as  little 
understood  as  the  thing  to  be  illustrated,  the 
scholar  remains  as  ignorant  as  before.  When  only 
one  or  two  of  the  important  words  in  the  illustra 
tion  are  unintelligible,  the  scholar  still  remains 
ignorant.  "  Will  you  please  to  tell  me  why  I 
carry  one  for  every  ten?"  said  little  Laura  to  her 
instructor.  "  Yes,  my  dear,"  said  he,  kindly. 
"  It  is  because  numbers  increase  from  right  to 
left  in  a  decimal  ratio."  Laura  sat  and  repeated 
the  words  to  herself  two  or  three  times,  and  then 
looked  very  sad.  The  teacher,  as  soon  as  he  had 


164  LECTURES   ON   SCHOOL-KEEPING. 

replied,  pursued  his  other  business,  and  did  not 
notice  her.  But  she  was  disappointed.  She  un 
derstood  him  no  better  than  if  he  had  used  words 
of  another  language.  "  Decimal"  and  "  ratio" 
were  words  that  might  have  fallen  on  her  ear 
before,  but  if  so  she  understood  them  not.  She 
looked  in  the  dictionary,  and  was  again  disappoint>- 
ed,  and  after  some  time  put  away  her  arithmetic. 
When  asked  why  she  did  so,  she  replied:  "I 
don't  like  to  study  it ;  I  can't  understand  it." 

Now  the  injury  to  little  Laura  was  very  great. 
She  had  commenced  the  study  with  interest,  and 
thus  far  had  been  pleased  with  it.  She  was  now 
using  a  slate,  and  had  found  the  direction,  in  add 
ing  numbers,  to  carry  one  for  every  ten.  This  she 
might  have  understood.  The  teacher  loved  his 
scholars,  and  wished  to  benefit  them,  but  forgot 
that  terms  perfectly  plain  to  him  might  be  unintel 
ligible  to  a  child.  From  that  moment,  Laura  dis 
liked  arithmetic  ;  and  every  effort  used  with  her, 
could  not  efface  the  impression  that  it  was  a  hard 
study,  and  she  could  not  understand  it.  Unim 
portant  as  this  circumstance  may  appear  to  you, 
it  made  an  impression  on  my  own  mind,  which  will 
not  be  effaced  while  I  am  engaged  in  teaching 
youth.  The  importance  of  the  direction  will  be 
illustrated  to  you,  doubtless,  by  a  reference  to 
your  own  history.  You  perhaps  recollect  many 
efforts  made  to  explain  a  thing  to  you  which  have 
left  you  no  wiser  than  before.  Fail  not,  then,  to 
use  such  language  as  can  be  understood  by  the 
child  or  by  the  class. 


LECTURES    ON   SCHOOL-KEEPING.  165 

Be  very  careful  to  avoid  the  use  of  unintel 
ligible  words,  by  which  they  may  become  dis 
couraged  in  their  attempts  to  learn.  It  is  of 
great  importance,  that  the  objects  used  to  illus-  " 
trate,  should  be  those  with  the  properties  of  which 
the  pupil  is  acquainted.  If  you  employ  in  the  way 
of  illustration  any  object,  with  the  character  of 
which  the  scholar  is  unacquainted,  he  is  not  in  the 
least  assisted.  But  if  you  can  seize  on  something 
that  he  can  see,  or  that  he  can  recollect,  or  some 
thing  with  which  he  is  familiar,  and  then  make  a 
just  comparison,  by  which  the  idea  is  brought  dis 
tinctly  to  his  mind,  he  derives  not  only  a  lasting 
benefit,  but  present  pleasure.  For  example : 
James  came  to  his  teacher,  and  told  him  he  could 
not  understand  his  map.  He  had  just  commenced 
the  geography  of  his  own  State.  The  teacher 
called  him  to  the  desk,  and  took  up  a  slate,  and 
gave  him  a  pencil,  and  then  asked  him  if  he  could 
draw  a  plan  of  the  school-room  floor.  James  at 
once  made  his  lines  for  the  boundaries.  "  Now 
which  is  the  east  end  ?"  James  told.  "  Which 
is  the  west?"  This  he  told  also.  "  This  is  the 
north,  and  that  is  the  south."  "  Now,"  said  the 
instructor,  "  we  will  mark  them,  E  for  east,"  etc. 
"  Now  in  what  part  is  my  desk  ?"  "  There,"  said 
the  little  fellow.  "  Where  is  the  fireplace  ?" 
u  There,"  said  James.  "  Now,  James,  make 
marks  for  the  boys'  seats,  and  the  girls'  seats." 
He  did  this.  "  Now  make  marks  for  the  doors 
and  windows."  This  was  done.  "  Now,"  said  the 
teacher,  "  James,  do  you  think  you  could  make 


166  LECTURES    ON   SCHOOL-KEEPING. 

a  map  ?"  "  No,  sir,"  he  replied.  "  Why  yes 
you  can  ;  you  have  made  one  already,"  said  the 
teacher.  "  This  is  a  map  of  the  floor.  Now  the 
map  which  you  said  you  could  not  understand, 
is  nothing  more  than  this.  There  is  a  line  for  the 
east  side,  and  there  is  another  for  the  west  side  ; 
and  there  is  one  for  the  north,  and  there  is 
another  for  the  south.  Now  these  lines  go  round 
the  whole  State.  This  river  is  put  down  here, 
because  it  is  in  the  northern  part,  and  that  river 
is  represented  there,  because  it  is  in  the  western. 
This  river  is  drawn  here,  because  it  makes  the 
eastern  boundary  of  the  State.  Now  look  along 
here,  and  see  if  you  can  find  the  name  of  the 
town  in  which  we  live."  "  0  yes,"  said  James, 
"  here  it  is."  "  Why  is  it  put  down  here  ?" 
"  Because  it  is  in  the  east  part  of  the  State,  near 
the  river,"  said  the  child.  The  teacher  asked  him 
half  a  dozen  similar  questions,  and  James  re 
turned  to  his  seat  delighted.  The  simple  illustra 
tion  made  everything  easy.  The  other  scholars 
were  as  much  pleased  as  he,  and  when  they  were 
dismissed,  were  in  high  spirits,  saying  they  would 
make  a  map  of  their  gardens,  orchards,  etc.,  when 
they  got  home. 

3.  My  next  direction  is,  Let  it  be  your  object 
to  make  every  study  pleasant  and  interesting  to 
pupils.  This  direction  implies  nothing  impractica 
ble  or  even  difficult.  The  inquiry  has  been  made, 
how  is  it  possible  to  create  a  love  of  study  in  those 
who  have  no  taste  for  it  ?  "I  feel  little  hesitation 
in  asserting,  that  no  such  scholar  ever  existed," 


LECTURES   ON   SCHOOL-KEEPING.  167 

says  Parkhurst,  "  unless  he  has  been  brought  to 
feel  this  indifference  or  aversion  by  injudicious 
treatment  on  the  part  of  parents  or  instructors. 
If  parents  or  instructors  love  knowledge  for  its 
own  sake,  and  always  speak  of  study  as  a  privi 
lege  and  source  of  pleasure,  children  will  be  pre 
possessed  in  favor  of  it.  When  at  school,  if  they 
receive  lessons  such  as  they  can  comprehend,  if 
these  lessons  are  explained  to  them  in  language 
they  can  understand,  and  if  questions  are  asked 
which  will  bring  other  faculties  of  the  mind  as  well 
as  the  memory  into  exercise,  they  will  regard 
study  pleasant.  If  teachers  expect  it  to  be  pleas 
ant  to  their  scholars,  they  will  endeavor  to  pre 
sent  subjects  to  them  in  such  a  light  as  to  make 
it  so." 

This  is  always  an  object  of  importance,  and 
"  even  in  cases  where  parents  counteract  the  im 
pression  which  the  teacher  wishes  to  make,  he 
may,  by  well-directed  efforts,  notwithstanding 
these  discouragements,  generally  meet  with  a 
degree  of  success"  sufficient  to  prove  that  chil 
dren  may  be  brought  to  love  learning  for  its  own 
sake,  and  be  pleased  with  the  acquisition  of  knowl 
edge.  "  If  the  scholar  is  enabled  to  gain  new 
ideas,  or  to  form  new  combinations  of  those  already 
gained,"  he  cannot  avoid  being  pleased.  "  Hence 
it  is  an  object  of  primary  importance"  to  teach 
them  such  things  as  "  they  can  understand, 
either  by  their  own  reflections,  or  by  the  explana 
tions  and  illustrations  given  them."  What  I  re 
commend  in  this  and  in  several  previous  direc- 


168  LECTURES    ON    SCHOOL-KEEPING. 

tions,  appears  to  have  been  achieved  by  Pesta- 
lozzi.  Madame  de  Stael,  in  speaking  of  his 
school,  says :  "  It  is  a  remarkable  circumstance, 
that  neither  punishment  nor  reward  is  necessary  to 
excite  his  pupils  in  their  labors.  This  is  perhaps 
the  first  instance,  where  a  school  of  one  hundred 
and  fifty  children  has  succeeded  without  having 
recourse  to  the  principles  of  emulation  or  fear. 
How  many  bad  feelings  are  spared,  when  every 
emotion  of  jealousy  and  disappointed  ambition  is 
removed  from  the  heart,  and  when  the  scholar  sees 
not  in  his  companions  rivals,  or  in  his  teacher,  a 
judge !  Here  the  object  is  not  to  excel,  not  to 
succeed  in  a  competition  for  superiority,  but  to 
make  a  progress,  to  advance  towards  an  end,  at 
which  they  all  aim  with  equal  integrity  and 
sincerity  of  intention." 

If  one  teacher  has  succeeded  in  making  every 
thing  so  pleasant  that  his  scholars  are  interested 
and  delighted  with  their  studies,  the  same  may  be 
accomplished  in  other  cases.  Let  it  then  be  a 
daily  study,  with  every  instructor,  so  to  present 
every  study  that  it  shall  have  attractions  for  the 
young.  This  may  be  done,  generally,  by  employ 
ing  the  best  modes  of  showing  the  importance  of 
particular  branches,  the  high  value  of  knowledge, 
and  by  so  calling  into  exercise  the  pupil's  own 
powers,  that  he  will  neither  be  disheartened  by 
difficulties,  nor  waste  his  energies  in  useless  efforts. 
When  a  right  course  is  taken  with  the  young  they 
are  as  happy  at  labor  as  at  play, —  as  happy  in 
school  hours  as  during  recess. 


LECTURES    ON   SCHOOL-KEEPING.  169 

Among  the  subjects  demanding  particular  at 
tention  in  the  school- room,  spelling  perhaps  claims 
precedence.  So  soon  as  a  scholar  has  learned 
the  names  of  the  letters,  he  must  be  occupied 
with  their  combinations.  In  our  language,  these 
combinations  in  the  formation  of  words  are  often 
exceedingly  irregular.  The  same  letter  has  not 
only  different  sounds,  but  these  different  sounds 
are  expressed  by  the  use  of  very  different  letters. 

Hon.  Horace  Mann,  in  a  lecture  before  the 
American  Institute,  gives  the  following  amusing 
illustration : — 

"It  is  amusing  to  look  back  to  the  etymology  of  the 
words  orthography  and  orthoepy  (which,  in  treating  this 
subject,  we  have  such  frequent  occasion  to  use),  and  to 
find  that  one  of  the  Greek  words  from  which  each  of 
them  is  derived,  op$o?  means  straight,  or  direct.  If 
y-a-c-h-t  is  a  straight  or  direct  way  of  spelling  yot ;  or 
p-h-t-h-i-s-i-c,  of  spelling  tiz-ic,  I  hope  we  may  be  deliver 
ed  from  knowing  what  crooked  is.  The  five  vowels,  a,  e, 
i,  o,  and  u,  ought  to  be  called  five  harlequins.  According 
to  Worcester,  these  five  letters  alone  have  twenty-nine 
different  sounds,  namely,  a,  seven  ;  e,  five  ;  i,  five  ;  o,  six ; 
and  u,  six.  But  the  difficulty  of  their  number  is  nothing, 
compared  with  that  of  their  masquerading.  In  almost 
every  line  we  read,  these  letters  reappear  several  times ; 
but,  however  short  their  exit  from  the  stage,  they  reenter 
in  a  changed  dress.  Proteus  is  held  a  proverb  of 
changeableness,  but,  compared  with  these,  he  was  no  turn 
coat,  but  a  staid,  uniform  personage.  To  conceive  of  a 
child's  difficulty,  in  giving  their  right  sounds  to  the  alpha 
betic  characters,  as  found  in  words,  let  us  suppose  any 
five  articles  of  furniture  or  dress,  which  we  have  most 
frequent  occasion  to  use  or  to  wear,  were  liable  to  change 
15 


170  LECTURES    ON   SCHOOL-KEEPING. 

into  twenty-nine  articles  of  furniture  or  dress,  the  moment 
we  should  touch  them ;  and,  further,  that  this  metamor- 
phorsis  were  not  only  arbitrary  but  apparently  wanton. 

"  But  not  only  does  the  same  letter  puzzle  us  with  its 
multiplicity  of  sounds,  but  different  letters  have  the  same 
sound  ;  and  combinations  of  letters  assume  the  sound  of 
individual  letters  ;  and  they  mock  us  by  playing  back  and 
forth  with  the  facility  and  the  malignancy  of  evil  sprites. 
Thus,  as  Mr.  Pierpont  has  shown  in  his  Little  Learner,  there 
are  eight  letters  and  combinations  of  letters  which  have 
the  first  sound  of  a,  as  in  fate ;  namely,  a,  in  date ;  ai,  in 
paid  ;  aigh,  in  straight ;  ay,  in  day  ;  eh,  in  eh  (exclama 
tion)  ;  eigh,  in  eight;  and  ey,  in  they.  So  the  first  sound 
of  e  is  given  to  e,  in  be  ;  to  ea,  in  bean  ;  ee,  in  bee  ;  ei, 
in  seize  ;  eo,  in  people;  i,  in  machine;  ie,  in  grief;  and 
o,  in  you.  The  first  sound  of  o  is  given  to  o,  in  note  ;  oa, 
in  boat ;  oe,  in  doe ;  oh,  in  oh  (exclamation)  ;  ough,  in 
borough  ;  ow,  in  throw  ;  owe,  in  owe  ;  and  eau,  in  beau. 
Again,  ough  appears  in  these  different  sounds ;  bough, 
cough,  hough  (the  hinder  part  of  the  leg  of  a  beast), 
though,  thought,  through,  thorough,  tough  ;  and  sure  this 
is  tough  enough.  It  was  on  this  combination,  or  rather 
dispersion,  that  the  celebrated  couplet  was  formed :  — 

'  Though  the  tough  cough  and  hiccough,  plough  me  through, 
O'er  life's  dark  lough,  I  still  my  way  pursue.'  " 

To  acquire  the  habit  of  correct  spelling,  requires 
much  time  and  very  careful  attention.  However 
much  we  may  desire  to  reduce  these  anomalies, 
we  cannot.  The  labor  of  acquiring  the  orthog 
raphy  of  our  language  must  continue  to  be  great. 
Exercises  in  spelling  will  necessarily  occupy  con 
siderable  time,  and  the  best  mode  of  conducting 
them  demands  the  attention  of  every  instructor. 

It  may  be  an  inquiry,  perhaps,  when  lexicog- 


LECTURES    ON   SCHOOL- KEEPING.  171 

raphers,  enjoying  the  best  means  for  information, 
disagree,  how  learners  are  to  know  what  is  correct 
orthography  ?  In  reply,  I  remark,  that  the  num 
ber  of  words  with  regard  to  which  there  is  not 
uniformity  is  not  very  large.  JSTo  one  will  be 
subjected  to  severe  criticism  who  adopts  and  ad 
heres  to  any  respectable  lexicographer,  whether 
Webster,  Johnson,  Worcester,  or  Reid. 

The  great  importance  of  this  exercise  should  be 
a  frequent  subject  of  remark  by  every  teacher, 
and  the  highest  interest  awakened  in  the  minds 
of  scholars.  Let  the  example  of  teachers  teach 
this.  If  they  are  careless  or  indifferent,  such  ex 
ample  will  go  far  to  prevent  attention  on  the  part 
of  scholars. 

The  younger  scholars  should  have  an  exercise 
in  spelling  as  often  as  they  read.  Words  may 
be  selected  from  the  reading  lesson.  Lessons 
from  the  spelling-book,  for  oral  spelling  or  for 
writing  should  be  short,  and  should  not  be  passed 
over,  till  the  learner  can  spell  every  word  accu 
rately.  Lessons  for  spelling  are  usually  too  long. 
The  learner  is  benefited  more,  by  confining  his 
attention  to  ten  words  for  a  lesson,  and  acquiring 
a  thorough  knowledge  of  these,  than  by  being 
allowed  to  pass  superficially  over  one  ten  times  as 
long. 

Another  error  extensively  prevails.  It  is  this. 
In  order  to  make  the  word  easier  to  be  spelled,  it 
is  given  with  a  pronunciation  different  from  that 
used  in  reading  or  conversation.  For  example, 
the  teacher  pronounces  the  word  immediate.  The 


172  LECTURES   ON   SCHOOL-KEEPING. 

i  in  the  third  syllable  has  the  sound  of  e.  In 
stead  of  sounding  it  like  e,  he  gives  the  i  a  distinct 
long  sound,  in  order  that  the  scholar  may  know  it 
is  not  e  ;  thus,  im-me-dz-ate.  Now  this  habit  is 
very  injurious  to  the  scholar.  The  common  sound 
will  be  on  his  mind,  and  he  will  be  very  liable  to 
spell  it  wrong.  Let  this  be  a  uniform  rule  :  Pro 
nounce  all  words  for  a  class  to  spell,  just  as  you 
would  pronounce  them  in  reading  or  conversation. 
That  is,  pronounce  them  right.  And  I  would 
add,  pronounce  a  word  but  once,  and  require  the 
scholar  to  pronounce  each  syllable  after  spelling 
it.  In  some  schools,  the  pupil  is  required  to  pro 
nounce  the  word  after  the  teacher,  before  attempt 
ing  to  spell  it.  This  practice  is  no  doubt'  benefi 
cial.  All  who  can  write,  should,  at  least  once  a 
day,  write  the  words  instead  of  spelling  them  orally. 
The  teacher  can  devise  any  mode  for  ascertaining 
the  errors,  which  he  judges  best.  The  scholars 
may  exchange  slates,  or  the  slates  may  be  brought 
to  the  teacher,  if  the  class  is  small,  or  each  scholar 
may  examine  the  lesson  and  correct  his  own  errors, 
and  report  his  mistakes  to  the  teacher. 

The  method  of  teaching  reading  is  almost  as 
various  as  the  countenances  of  teachers.  This 
branch  requires  more  tact,  and  claims  more  atten 
tion,  than  any  other.  If  the  schools  I  have  visit 
ed  are  a  fair  sample,  I  am  obliged  to  say  instruc 
tors  are  more  generally  deficient  in  their  qualifi 
cations  to  teach  reading  successfully,  than  any 
other  branch.  Too  long  exercises  are  assigned, 
and  scholars  are  allowed  to  read  sentence  after 


LECTURES    ON   SCHOOL-KEEPING.  173 

sentence,  without  being  corrected,  while  they  com 
mit  almost  every  kind  of  error  conceivable.  The 
first  observations  I  shall  make  on  this  subject,  will 
have  reference  to  schools  composed  of  very  young 
children.  Dunn*  remarks:  "  The  Alphabet  is 
usually  the  first  object  presented  to  the  notice  of 
a  child  at  school ;  and  a  more  difficult  or  tiresome 
lesson  he  is  never  doomed  to  meet  with  in  his 
whole  future  course.  The  names  of  the  letters 
are  unmeaning  and  arbitrary  sounds ;  and  with  two 
or  three  exceptions,  the  forms  are  not  associated 
with  any  object  previously  recognized.  How  can 
such  an  exercise  be  expected  to  produce  anything 
but  weariness  and  disgust  ?  You  will  be  glad  to 
hear  that  men  of  the  highest  attainments  in  litera 
ture  have  not  thought  it  beneath  their  character 
and  standing  to  endeavor  at  least  to  facilitate  the 
passage  across  this  "  bridge  of  sighs."  Prof. 
Pillans  proposes  to  arrange  the  alphabetic  charac 
ters  in  brotherhoods,  according  to  the  organs  of 
voice  used  in  pronouncing  them ;  and  to  teach  the 
child  the  knowledge  of  his  letters  at  first,  and  for 
a  long  time,  in  this  way  only.  "  We  should  thus 
avoid,"  he  says,  "  the  greatest  difficulty  the  child 
encounters  in  learning  the  alphabet,  that  of  recol 
lecting  the  sequence  or  arrangement  of  the  letters. 
The  order  of  their  succession  in  our  common  al 
phabet  is  entirely  capricious,  and  appears,  indeed, 
to  be  purely  accidental ;  and  a  knowledge  of  it, 
so  far  from  being  indispensable  at  the  outset,  is  at 

*  School  Teacher's  Manual. 


174  LECTURES    ON   SCHOOL-KEEPING. 

that  stage  altogether  useless  for  any  practical  pur 
pose.  Yet,  in  the  ordinary  way,  the  child  is  ar 
rested,  and  unseasonably  detained  in  the  very  porch 
of  learning,  by  being  compelled  to  name,  and  not 
to  name  only,  but  to  learn  by  heart,  a  series  of 
letters,  which  have  not  one  associating  tie  to  bind 
them  in  the  memory,  except  juxtaposition.  It  is 
stringing  beads,  as  it  were,  on  a  thread  of  sand. 
It  may  be  well  he  should  know  this  alphabetic 
arrangement  when  he  comes  to  consult  a  diction 
ary  ;  but  I  really  cannot  see  its  use  for  any  other 
purpose.  On  the  other  hand,  by  the  classification 
of  letters  in  their  cognate  relations,  the  acquisition 
of  them  may  be  made  an  amusing  exercise.  The 
attention  of  the  child  being  drawn  to  the  organs 
of  voice  employed  in  each  set,  he  makes  exper 
iments  upon  them,  in  imitating  the  sounds  he  hears, 
and  has  thus  a  guide  to  the  pronunciation  of  each 
letter,  which  greatly  facilitates  his  acquaintance 
with  their  form  and  power." 

Jacotot,  to  whose  principles  and  methods  I  may 
hereafter  have  occasion  to  refer,  meets  the  diffi 
culty  in  perhaps  the  best  manner ;  he  gets  rid  of 
alphabetic  teaching  altogether,  and  introduces  the 
pupil,  from  the  first,  to  a  knowledge  of  words.  At 
the  Borough  Road  School,  England,  the  principle 
of  dispensing  with  alphabetic  teaching  has  long 
been  adopted :  the  alphabet  class  has  merged  in 
that  of  children  in  two  letters  ;  and  all  unmeaning 
combinations  have  been  utterly  excluded.  The 
advantage  is  obvious.  If  the  word  "  me,"  "  in," 
or  "  to,"  for  instance,  be  mentioned,  the  child 


LECTURES    ON    SCHOOL-KEEPING.  175 

recognizes  a  familiar  sound,  and,  judging  by  the 
sound,  he  almost  instinctively  answers,  m-e,  to 
the  question,  "  Can  you  spell  the  word  me  ?"  If, 
after  having  mentioned  the  word,  the  teacher  tells 
him  to  point  on  the  lesson  to  the  letters  which 
compose  it,  his  curiosity  is  excited,  and  the  grati 
fication  attendant  on  a  successful  effort,  excites  a 
desire  to  encounter  new  difficulties. 

Prof.  Stone  remarks  :  "  Where  no  better  course 
can  be  devised,  the  following  is  recommended,  as 
it  may  be  adopted  in  connection  with  any  of  the 
approved  reading  and  elementary  books  now  in 
use.  The  alphabet,  name  and  form,  may  be  taught 
analogically,  in  the  usual  way,  by  being  impressed 
on  the  memory  in  repeated  rehearsals,  while  pic 
tures,  infant  school  cards,  and  primers  are  used 
to  awaken  attention.  As  variety  is  always  pleas 
ing,  children  may  sometimes  march  together,  all 
saying  the  letters  aloud,  —  sometimes  sing  an  easy 
tune,  perhaps  "  Auld  Lang  Syne,"  arranged  to 
"  a  b  c  d,  e  f  g  h," —  and  sometimes  read  by  them 
selves. 

Monosyllabic  sentences  may  be  read,  after  the 
alphabet  is  learned ;  and,  if  they  can  be  selected 
in  the  form  of  interesting  dialogue,  they  may  with 
propriety  engross  considerable  time. 

At  this  early  stage  of  education,  natural  defects, 
such  as  lisping,  stammering,  nasal  enunciation,  and 
inability  to  speak  particular  letters,  as  "  Z,  r,  5,  py 
d,  w"  require  attention.  Faults  of  this  kind, 
•which,  in  riper  years,  would  baffle  the  most  skilful 
management,  may  be  easily  removed  by  a  little 


178  LECTURES    OX    SCHOOL- KEEPING . 

care  at  this  age.  The  following  suggestions  have 
all  been  tested  by  experiment,  and  for  want  of 
room  will  be  offered  without  theoretical  explana 
tion. 

Let  a  lisper  be  instructed  to  hiss,  or  speak  the 
elementary  sound  of  "  s,"  or  soft  "  e,"  with  his 
tongue  behind  the  upper  teeth.  Lisping,  and  other 
faults,  are  often  occasioned  by  a  web  or  string 
under  the  tongue,  which  may  be  removed  by  the 
physician's  lancet.  Some  sounds,  as  of  "  6,  t?," 
are  more  likely  to  produce  stammering  than  others. 
These  ^elements  should  be  first  ascertained,  then 
carefully  avoided,  in  all  reading  lessons.  Easy 
flowing  poetry,  and  sentences  in  which  the  open 
vowels  occur  most  frequently,  should  be  read  with 
a  full  and  loud  voice,  until  the  convulsive  stoppage 
of  the  organs  cease  to  appear.  When  a  child  is 
unable  to  speak  "  w,p"  or  any  other  letters,  he 
should  be  directed  to  imitate  by  sight  the  position 
of  the  teacher's  tongue,  and  other  organs  in  mak 
ing  them. 

Persons  speaking  with  the  nasal  twang,  are 
generally  in  the  habit  of  breathing  with  the  mouth 
open.  Let  the  mouth  be  constantly  closed,  and 
as  the  breath  must  then  pass  through  the  nostrils, 
they  will  become  sufficiently  enlarged,  in  a  short 
time,  to  afford  free  passage  to  sound. 

Most  of  the  difficulties  experienced  by  children, 
in  trying  to  make  clear  and  articulate  sounds, 
arise,  not  from  defective  organs,  but  from  the  fact 
that  they  do  not  know  how  to  use  them. 

Children  who  are  able  to  read  monosyllables 


LECTURES   ON   SCHOOL-KEEPING.  177 

with  ease,  but  are  still  liable  to  hesitate  upon  long 
words,  should  read  very  slowly.  The  most  dis 
agreeable  tones  are  formed  and  cultivated,  by  the 
rapidity  with  which  children  are  often  allowed  to 
read.  They  should  spell  frequently,  dividing  the 
words  into  syllables,  as  this  will  be  of  great  im 
portance  in  enabling  them  to  speak  each  element 
distinctly.  As  far  as  possible,  their  lessons  in 
reading  should  be  colloquial,  and  they  should  be 
permitted  to  criticize  one  another  occasionally,  and 
to  imitate  the  teacher's  voice,  in  repeating  sen 
tences.  The  use  of  stops  should  also  be  impressed 
upon  their  minds,  and  they  be  carefully  trained  to 
make  their  pauses  naturally  ;  perhaps  by  counting 
aloud  one  at  a  comma,  two  at  a  semicolon,  etc., 
until  the  pauses  are  familiar.  They  should  under 
stand,  however,  that  pauses  are  subservient  to 
sense,  and  that  no  exact  tune  can  be  assigned  to 
them. 

To  read  with  propriety  and  elegance  is  an 
interesting  and  valuable  accomplishment.  It 
should  be  the  object  of  every  instructor,  to  have 
scholars  attend  to  all  the  principles  exhibited  by 
the  best  authors,  and  to  read  with  a  due  degree  of 
loudness,  distinctness,  and  slowness  ;  and  to  regard 
the  importance  of  accent,  emphasis,  and  cadence. 
I  shall  give  but  few  additional  directions  on  this 
subject,  but  ask  you  to  consult  the  suggestions 
made  in  the  best  reading  books.  The  following 
must  suffice :  — 

1.  When  a  class  is  called  out  to  read,  devote 
your  whole  attention  to  it.  It  is  a  great  error  to 


178  LECTURES    ON   SCHOOL-KEEPING. 

let  them  read  as  they  please,  and  disregard  the 
pauses  and  sense  entirely.  Let  it  be  known  as  a 
regulation  of  the  school,  that,  when  a  class  is 
reading,  no  one  has  leave  to  ask  a  question  or  to 
change  his  place. 

2.  Require  every  scholar  to  pronounce  every 
syllable  so  distinctly,  that  you  can  hear  and  under 
stand   the    words.      Many  instructors   fail    here, 
from  the  fact  that  they  hold  a  book,  and  have  their 
eyes  on  the  word  that  the  scholar  is  pronouncing, 
and  understand  what  it  is  from  reading  it,  and 
not  from  hearing  it  read.  Hence,  it  may  be  well  to 
hear  a  class  read  at  least  once  every  day,  without 
taking  a  book.     It  will  then  be   easily  learned 
how  many  syllables  are  not  distinctly  sounded  by 
the  young  pupil.     He  should  be  required  to  read 
every  sentence  till  he  reads  it  right.     In  this  way 
he   will  be  made  to  improve  more  in  reading  a 
single  page,  than  he   otherwise  would  in  reading 
half  his  book.     It  will  be   advantageous  for  the 
teacher  to  question  the  class,  on  the  subjects  of 
distinctness,  slowness,  emphasis,  etc.,  before  the 
lesson  is  commenced. 

3.  Be  careful  to  show  every  scholar  not  only 
the  importance  and  use  of  the  stops  or  points  in 
reading,  but  also  of  inflections,  and  require  him  to 
observe  them.     The  pauses  and  inflections  are  of 
very  great  consequence.      Without  attention   to 
them  no  one  can  be   a  good  reader.     If  scholars 
form  a  habit  of  neglecting  them,  when  young,  it 
will  be  very  hard  to  correct  this  habit  afterwards. 
What  is  more  disagreeable  than  monotony  ?    What 


LECTURES   ON   SCHOOL-KEEPING.  179 

more  unpleasant  than  to  hear  all  the  words  of  a 
sentence  pronounced  alike,  or  with  so  rapid  an 
utterance  that  none  are  distinct  ?  Much  attention 
should  be  paid  to  these  directions. 

4.  Be  careful  to  lead  your  class  to  examine  the 
character  of  the  lesson  to  be  read  ;  and  to  make 
the  manner  and  tone  of  voice  correspond  to  it. 
To  this  direction,  a  degree  of  attention  adequate 
to  its  importance  is  seldom  paid  in  district  schools. 
To  read  a  pathetic  piece  in  the  same  manner  as 
you  would  one  of  ^Esop's  fables  ;  or,  to  read  a 
prayer  in  the  same  tone  of  voice  that  you  would 
one  of  the  humorous  essays  of  Addison,  is  cer 
tainly  unnatural  and  improper.  And  yet,  in  many 
of  the  schools  which  I  have  had  occasion  to  visit, 
I  have  heard  pieces  of  very  different  characters 
read  in  the  same  manner,  and  I  have  scarcely 
ever  observed  adequate  attention  paid  to  the 
subject.  The  fault  lies  with  teachers.  The  di 
rections  given  in  books  are  disregarded,  and  the 
same  monotony  is  permitted  which  was  probably 
common  in  the  schools  they  attended.  I  would 
not  say  that  this  remark  is  universally  true  ;  there 
are  exceptions,  but  the  remark  will  still  hold  true 
in  relation  to  a  great  part  of  instructors.  The 
style  and  manner  of  reading  has  not  greatly  im 
proved  for  the  last  quarter  of  a  century. 

5.  Let  it  be  the  object  of  every  teacher,  to 
copy  nature  in  his  own  reading,  and  then  he  will 
be  sure  to  read  with  ease  to  himself  and  pleasure 
to  his  hearers.  Scholars  will  readily  copy  the 
teacher's  tones  of  voice  and  manner,  and  be  led 


180  LECTURES   ON   SCHOOL-KEEPING. 

to  form  a  taste  for  this  important  acquisition.  In 
reading  on  a  mournful  or  playful  subject,  the 
manner  and  tone  of  voice  will  correspond  to  it, 
that  the  sense  of  the  writer  may  be  expressed. 
As  far  as  possible,  we  should  enter  into  the  feel 
ings  of  the  writer,  and  utter  his  words  very  nearly 
as  we  suppose  he  would  utter  them,  if  he  were 
reading  his  own  language  to  us.  I  will  only  add  : 
Strive  to  excel  in  this  exercise,  and  to  become  as 
nearly  perfect  as  possible  ;  then  you  will  hardly 
fail  to  awaken  interest  in  your  scholars,  and 
greatly  benefit  them. 


LECTURE  X. 

YOUNG  LADIES  AND  GENTLEMEN:  — 

THE  subject  of  arithmetic  will  next  claim  your 
attention.  It  is  one  which  may  be  very  early 
commenced.  Indeed,  as  soon  as  the  child  has 
learned  to  count  twenty,  he  may  be  taught  to  add, 
subtract,  multiply,  and  divide.  He  may  thus  at  a 
very  early  age  form  distinct  ideas  of  the  "  ground 
rules  of  arithmetic,"  as  before  intimated. 

With  regard  to  the  best  mode  of  proceeding 
with  a  class  in  intellectual  arithmetic,  different 
teachers  greatly  differ  in  opinion.  The  method 
recommended  by  Mr.  Colburn,  is  adequately  ex- 


LECTURES    ON   SCHOOL-KEEPING.  181 

plained  in  his  treatise.  But  with  a  teacher*  of 
long  experience,  I  fully  believe  that  no  one  who 
pursues  his  method  would  ever  develop  his  powers 
of  mind.  "  Those  who,  without  much  assistance, 
labor  from  day  to  day  over  a  perplexing  question, 
often  acquire  more  mental  strength,  depth,  and 
reach  of  thought,  than  those  who,  with  the  help  of 
some  appropriate  and  familiar  illustration,  think 
themselves,  and  are  thought  by  others,  perfectly 
to  understand  the  whole.  It  is  by  the  amount  of 
thought,  more  than  by  an  easy  or  ready  compre 
hension  of  the  subject,  that  the  mind  is  strength 
ened,  made  quick  and  powerful."  That  mode,  of 
teaching  is  best,  which  leads  the  pupil  most  pa 
tiently  to  study  a  subject  for  himself,  and  to  reasoh 
most  accurately  on  the  principles  involved  or  the 
instruments  to  be  used.  I  must  believe  that,  while 
the  analytic  method  is  alone  used,  the  child  de 
rives  but  a  part  of  the  benefit  he  ought. 

I  will,  as  concisely  as  possible,  state  the  method 
I  have  pursued  for  many  years  ;  and  which  has 
succeeded  best  in  my  own  schools.  If  you  can 
form  a  better  one  for  yourselves,  adopt  it ;  if  not, 
the  following  may  be  of  use.  I  refer  to  the  text 
book  of  Mr.  Colburn,  because  that  work  is  doubt 
less  more  common  than  any  other,  not  because  I 
think  it  is  better  or  as  valuable  as  some  of  the 
treatises  recently  prepared.  The  method  will  as 
well  be  employed  with  any  other  text-book. 

When  the  learner  has  become  familiar  with  the 
exercises  in  adding  and  subtracting  in  the  first 

*  Rev.  Mr.  Perry,  Lecture  before  American  Institute,  1833. 
16 


182  LECTURES    ON   SCHOOL-KEEPING. 

section,  and  has  become  prepared  to  commence 
multiplication,  I  have  required  him,  instead  of  giv 
ing  the  answer,  merely  to  give  the  process  of 
reasoning  by  which  he  obtains  the  answer,  and 
knows  that  it  is  right,  and  to  give  the  reason  for 
that  process.  For  example,  the  instructor  inquires. 
What  are  two  barrels  of  flour  worth,  at  five  dol 
lars  a  barrel  ? 

Pupil.  Two  times  five  dollars,  which  are  ten 
dollars. 

Inst.  Why? 

Pupil.    Since  one  is  worth  five  dollars,  two, 
being  twice  one,  must  be  worth  two  times  as  many ; 
and  two  times  five  are  ten. 
*  Inst.  What  cost  seven  pounds  of  sugar,  at  eight 
cents  a  pound  ? 

Pupil.  As  one  pound  costs  eight  cents,  seven 
pounds  will  cost  seven  times  eight  centSj  which 
are  fifty-six  cents. 

Inst.  How  many  farthings  in  ninepence  ? 

Pupil.  As  there  are  four  farthings  in  one 
penny,  in  ninepence  there  are  four  times  nine 
farthings,  which  are  thirty-six  farthings. 

Inst.  If  six  men  can  do  a  job  of  work  in  eight 
days,  how  many  men  will  be  required  to  do  it  in 
one  day  ? 

Pupil.  As  six  men  do  six  days'  work  in  one 
day,  it  will  take  eight  times  six  men  to  do  the 
job  in  one  day,  which  is  forty-eight  men. 

Inst.  How  many  shillings  are  two  reams  of 
paper  worth,  at  five  dollars  a  ream  ? 

Pupil.  Two  times  five  times  six  shillings,  which 
are  sixty  shillings. 


LECTURES    ON   SCHOOL-KEEPING.  183 

Inst.  Why? 

Pupil.  Because  each  ream  of  paper  is  worth 
five  dollars,  and  each  dollar  is  worth  six  shillings  ; 
therefore,  the  paper  is  worth  two  times  five  times 
six  shillings. 

Exercises  in  division  require  a  process  the  re 
verse  of  this,  which  will  be  as  easily  comprehended. 

Quest.  How  many  apples,  at  two  cents  apiece, 
can  you  buy  for  ten  cents  ? 

Ans.  Since  two  cents  will  pay  for  one  apple, 
ten  cents  will  pay  for  one  half  of  ten  apples,  which 
are  five  apples. 

Quest.  How  many  pears,  at  three  cents  apiece, 
can  you  buy  for  twelve  cents  ? 

Ans.  One  third  part  of  twelve  pears. 

Quest.  Why  ? 

Am.  Because,  as  one  pear  costs  three  cents, 
you  can  buy  a  third  part  as  many  pears  as  you 
have  cents. 

Quest.  How  many  pence  in  twelve  farthings  ? 

Ans.  One  fourth  of  twelve  pence. 

Quest.  Why  ? 

Ans.  Because,  as  four  farthings  make  a  penny, 
there  must  be  a  fourth  of  twelve  pence  in  twelve 
farthings. 

After  these  exercises  have  been  sufficiently  pur 
sued,  both  of  these  processes  may  be  combined, 
as  in  the  following  examples  :  — 

Quest.  How  many  apples,  at  two  cents  apiece, 
can  you  buy  for  four  lemons,  at  four  cents  apiece? 

Ans.  One  half  of  four  times  four  apples. 

Quest.  Why  do  you  say  one  half  of  four  times 
four  apples  ? 


184  LECTURES    ON   SCHOOL-KEEPING. 

Ans.  The  answer  demanded  is,  apples  ;  and  the 
number  of  apples  required  must  be  half  as  large 
as  the  number  of  cents  the  lemons  are  worth. 
One  lemon  being  worth  four  cents,  four  lemons  are 
worth  four  times  four  cents  ;  and  as  one  apple  costs 
two  cents,  you  can  buy  one  half  of  four  times  four 
apples,  which  are  eight  apples. 

Quest.  How  much  cloth,  at  five  shillings  a  yard, 
can  you  buy  for  two  reams  of  paper,  at  five  dol 
lars  a  ream  ? 

Ans.  One  fifth  part  of  two  times  five  times  six 
yards  ;  that  is,  one  fifth  as  many  yards  as  the 
number  of  shillings  the  paper  is  worth. 

Quest.  How  much  wheat,  at  eight  shillings  per 
bushel,  can  you  buy  for  two  tons  of  hay,  at  eight 
dollars  a  ton  ? 

Ans.  One  eighth  part  of  two  times  eight  times 
six  bushels,  which  are  twelve  bushels. 

Quest.  Five  men  bought  a  horse  for  sixty- three 
dollars,  and  paid  two  dollars  a  week  for  keeping 
him  eight  weeks,  and  then  sold  him  for  fifty-four 
dollars  ;  what  did  each  man  lose  by  the  bargain  ? 

Ans.  Each  man  lost  one  fifth  of  sixty-three 
dollars,  plus  two  times  eight  dollars,  minus  fifty- 
four  dollars,  which  is  five  dollars. 

[The  terms  plus  and  minus  may  be  fully  under 
stood  and  applied  by  children  six  or  seven  years 
of  age.] 

Quest.  Why  ? 

Ans.  Each  man  lost  a  fifth  part  of  the  sum  all 
lost ;  and  all  lost  what  the  horse  and  his  keeping 
cost  more  than  what  they  received  for  him  when 
sold. 


LECTURES    ON   SCHOOL-KEEPING.  185 

Quest.  If  eight  yards  of  cloth  cost  thirty-two 
dollars,  what  will  be  the  price  of  three  yards  ? 

Ans.  Three  times  one  eighth  of  thirty-two  dol 
lars,  which  is  equal  to  twelve  dollars. 

Quest.  Why  ? 

Ans.  Because  three  yards  will  cost  three  times 
as  much  as  one  yard  ;  and  if  thirty-two  dollars  is 
the  price  of  eight  yards,  the  price  of  one  yard 
will  be  one  eighth  part  of  thirty-two  dollars. 

Quest.  A  man  sold  his  watch  for  sixty-three 
dollars,  which  was  seven  ninths  of  what  it  cost  him. 
How  much  did  it  cost  him  ? 

Ans.  Nine  times  one  seventh  part  of  sixty- 
three  dollars,  which  is  eighty-one. 

Inst.  How  do  you  prove  this  ? 

Pupil.  Sixty-three  dollars  is  seven  ninths  of 
the  cost,  and  nine  times  a  seventh  part  of  sixty- 
three  dollars  must  be  the  cost  of  the  watch. 

Quest.  Two  thirds  of  nine  is  three  fourths  of 
what  number  ? 

Ans.  Four  times  one  third  of  two  times  one 
third  of  nine,  equal  to  eight. 

Quest.  Why  ? 

Ans.  Because  two  thirds  of  nine,  which  is  six, 
is  three  fourths  of  the  number  sought.  If  six  is 
three  fourths,  a  third  of  six  is  one  fourth  of  that 
number ;  and  four  times  one  third  of  six,  which  is 
eight,  is  the  number  sought. 

Quest.  Six  sevenths  of  fourteen  is  four  ninths 
of  what  number  ? 

Ans.  Of  nine  times  one  fourth  of  six  times  one 
seventh  of  fourteen,  which  is  twenty-seven. 
16* 


186  LECTURES    ON    SCHOOL-KEEPING. 

Quest.  Seven  ninths  of  eighteen  is  two  fifths 
of  what  number  ? 

Ans.  Of  five  times  one  half  of  seven  times  one 
ninth  of  eighteen,  which  is  thirty-five. 

In st.  Prove  that  seven  ninths  of  eighteen  is 
two  fifths  of  thirty-five. 

Pupil.  One  fifth  of  thirty-five  being  seven, 
two  fifths  is  fourteen,  and  fourteen  is  seven  ninths 
of  eighteen. 

Quest.  Three  sevenths  of  twenty-eight,  is  two 
eighths  of  how  many  times  seven  ? 

Ans.  Of  one  seventh  of  seven  times  one  sixth 
of  four  times  one  fifth  of  thirty,  equal  to  six  and 
six  sevenths. 

Quest.  Four  sevenths  of  sixty-three  is  six  eighths 
of  how  many  ninths  of  forty-five  ? 

Ans.  One  fifth  of  eight  times  one  sixth  of  four 
times  one  seventh  of  sixty-three,  equal  to  nine 
and  three  fifths. 

By  a  course  of  this  kind,  you  may  accustom 
the  scholar  to  examine  carefully  the  question,  or 
proposition,  and  lead  him  always  to  inquire, — 

1.  What  is  required  to  answer  the  question 
proposed  ? 

"2.  What  means  are  furnished  by  the  conditions 
of  the  question  for  obtaining  the  required  answer  ? 

It  is  very  important  to  keep  constantly  before 
the  mind  of  a  learner,  that  if  one  half,  or  one 
third,  or  one  tenth,  etc.  of  any  number  is  stated, 
the  entire  number  is  distinctly  implied ;  also,  if 
six  sevenths,  nine  tenths,  twelve  twentieths,  etc. 
of  any  number  is  given,  both  one  seventh,  one 


LECTURES    ON    SCHOOL-KEEPING.  187 

tenth,  one  twentieth,  is  indirectly  given  ;  and  if 
so,  the  entire  or  whole  number  is  implied. 

By  the  foregoing  questions  and  answers,  it  is 
intended  to  give  nothing  more  than  a  bare  expo 
sition  of  the  method  proposed.  Any  intelligent 
teacher  will  readily  perceive  the  design  from  a 
few  examples  only.  Children,  not  more  than 
seven  or  eight  years  of  age,  of  ordinary  capacity, 
have  been  found  fully  able  to  solve  any  questions 
in  Colburn's  manual,  by  the  above  method.  The 
subsequent  progress  of  such  in  written  arithmetic, 
has  always  been  rapid,  compared  with  others  of 
similar  age  and  capacity,  who  have  not  been 
taught  by  the  method  described  in  the  foregoing 
remarks. 

In  teaching  written  arithmetic  successfully, 
several  things  must  be  aimed  at  by  the  instructor. 

Let  it  be  a  first  object  to  lead  the  learner  to 
investigate  the  reasons  on  which  rules  are  founded. 
This  is  a  direction  of  great  importance.  If  he 
forms  the  early  habit  of  inquiring  why  the  direc 
tion  is  given  for  each  step  in  his  operation,  he  will 
be  likely  to  proceed  understandingly  from  the 
beginning.  But  if  he  is  directed  to  go  to  his  rule, 
or  commit  it  to  memory,  and  then  apply  it  to 
the  performance  of  his  operation,  he  will  probably 
be  led  to  suppose  that  when  he  has  obtained  a  cor 
rect  answer,  he  understands  the  subject.  He 
may  go  through  with  a  common  treatise  on  arith 
metic  in  this  way,  and  yet  not  understand  the 
reasons  on  which  the  directions,  even  in  the 
u  ground  rules,"  are  founded.  "  I  have  ciphered 


188  LECTURES    ON    SCHOOL-KEEPING. 

through,"  is  often  said  by  a  young  person,  who,  in 
fact,  would  find  it  very  difficult  to  explain  the  reasons 
of  the  rule  given  for  multiplication  or  division. 

With  all  the  attention  such  pay  to  arithmetic, 
they  are  but  poorly  prepared  for  the  common 
business  transactions  of  life.  Many  persons  for 
merly  were  aware  of  this,  and  therefore  provided 
themselves  with  a  "  ciphering-book,"  and  wrote 
down  the  operations  in  it  for  future  use.  In  this 
way,  much  more  time  was  spent  than  would  have 
been  necessary  to  obtain  a  knowledge  of  arithme 
tic  adequate  to  the  wants  of  life,  in  such  a  way 
that  the  knowledge  would  be  permanently  re 
tained. 

When  any  engage  in  this  study,  whether  they 
are  beginners  or  not,  it  is  proper  for  you  to  begin 
with  the  simple  rules,  and  question  them  on  all  the 
principles  which  have  led  to  their  formation.  If 
the  pupil  can  give  you  proper  answers,  it  is  well  ; 
if  not,  let  him  continue  his  attention  to  first  prin 
ciples  till  he  can.  Afford  him  assistance,  if  he  can 
not  find  out  the  principle  for  himself.  If  possible , 
let  that  assistance  be  given  in  such  a  way  as  shall 
make  him  his  own  teacher.  What  I  mean  is,  ask 
him  questions  which  will  lead  him  to  the  right 
track,  and  will  cause  him  necessarily  to  arrive  at 
a  satisfactory  conclusion.  I  may  be  better  under 
stood,  perhaps,  by  an  example.  A  class  is  called 
to  recite  the  rule  of  multiplication. 

The  teacher  inquires,  What  is  multiplication  ? 

Class.  Multiplication  teaches,  having  two  num 
bers  given  to  find  a  third,  which  shall  contain 


LECTURES    ON   SCHOOL-KEEPING.  189 

either  of  the  given  numbers  as  often  as  the  other 
contains  a  unit. 

Inst.  Well,  so  your  book  says ;  but  what  does 
it  mean  ?  Can  either  of  you  explain  it  so  that 
John,  who  has  just  commenced  the  rule,  can 
understand  it? 

Class.  [After  hesitating  some  time.]  No,  sir ; 
we  cannot. 

Inst.  Think :  cannot  you  use  some  other  lan 
guage,  which  will  make  it  more  intelligible  ? 

Class.  May  it  not  be  called  a  short  way  of 
adding  ? 

Inst.  Yes ;  and  that  explains  it  much  better 
than  the  long  definition  which  you  recited.  Can  you 
tell  me  now,  why  it  may  be  called  short  addition  ? 

Class.  Because  it  is  the  same  as  adding  one  of 
the  numbers  to  itself  as  many  times  as  there  are 
units  in  the  other.  If  we  wish  to  multiply  3  by 
5,  it  will  be  the  same  as  writing  3  five  times,  or  5 
three  times,  and  adding  them  together. 

Inst.  Very  well ;  now  tell  me  why  two  num 
bers  are  given,  and  not  any  more,  to  perform  the 
operation  ? 

Class.  If  there  be  more  than  one  multiplicand, 

there  must  be  more  than  one  answer,  and  if  there 

be  more  than  one  multiplier,  the  multipliers  will  be 

'  component  parts  of  each  other,  and  therefore  would 

in  reality  be  but  one. 

Inst.  Why  do  you  place  one  under  the  other  ? 

Class.  To  make  the  operation  more  convenient. 
The  work  might  be  done  if  the  numbers  were  dif 
ferently  placed. 


190  LECTURES    ON   SCHOOL-KEEPING. 

The  instructor  may  proceed  to  ask  the  following 
questions  :  Why  do  you  begin  at  the  right  hand  to 
multiply  ?  Why  do  you  multiply  the  whole  mul 
tiplicand  with  the  right-hand  figure  of  the  multi 
plier,  before  you  multiply  with  the  others  ?  When 
you  begin  to  multiply  with  the  second  figure,  why 
do  you  put  the  product  one  place  to  the  left  of 
the  first  figure  of  the  line  above  it.  What  is  the 
value  of  the  first  product  figure,  in  the  second 
line  ?  is  it  units  or  tens  ?  When  you  have  taken 
the  third  figure  of  the  multiplier,  why  do  you  set 
the  first  figure  of  the  product  still  farther  to  the 
left,  and  under  the  figure  by  which  you  multiply  ? 
What  is  the  value  of  the  first  figure  in  the  third 
line  of  the  product ;  is  it  units,  tens,  or  hundreds  ? 
Why  do  you  add  all  the  lines  of  the  product 
in  order  to  obtain  your  answer  ?  How  do 
you  prove  the  result?  How  do  you  cast  out 
the  nines  ?  Why  will  this  prove  it  ?  Will  it 
prove  it  to  cast  out  the  7s  or  8s  ?  Why  not  ? 
Why  do  you  take  9  rather  than  another  number  ? 
Is  there  any  other  number  that  will  prove  it? 
Why  will  3  or  18  answer  as  well  as  9  ?  If  the 
multiplier  be  9,  how  can  the  work  be  shortened  ? 
Why  will  the  placing  as  many  ciphers  at  the  right 
of  the  multiplicand  as  you  have  9s  in  the  multi 
plier,  and  then  subtracting  the  multiplicand  once 
out,  give  the  same  answer  as  to  multiply  by  the 
9s  contained  in  the  multiplier  ? 

Answers  to  such  questions,  and  many  others, 
will  be  necessary  in  order  to  make  the  rule  intelli 
gible.  But  the  scholar  will  not  perhaps  think  of 


13" 


LECTURES    ON   SCHOOL-KEEPING.  191 

them,  unless  interrogated  by  the  teacher.  If  any 
of  these  answers  cannot  be  given  by  your  scholars, 
after  opportunity  is  afforded  them  to  reflect,  let 
your  own  explanation  be  as  simple  as  possible.  It 
is  a  useful  exercise  for  a  pupil  to  form  a  set  of 
questions  to  each  rule  for  himself,  before  being 
examined  upon  it.  After  he  has  thus  formed  all 
the  questions  he  is  able,  you  may  make  such  addi 
tions  as  you  think  requisite.  In  this  way  he  will 
be  led  to  reflect  on  the  given  rule,  and  will  strive 
to  understand  the  principles  on  which  it  is  founded. 
He  will  not  only  gain  more  knowledge,  but  he 
will  gain  it  in  a  way  that  will  enable  him  to  retain 
it  longer,  and  apply  it  more  readily,  than  by  the 
common  method. 

Make  the  principles  on  which  every  rule  is 
founded  thoroughly  understood ;  let  a  portion  of 
the  time  spent  in  the  mere  practical  part  be  de 
voted  to  acquiring  a  thorough  acquaintance  with 
the  reasons  on  which  rules  are  founded,  and  we 
have  every  reason  to  apprehend  these  principles 
will  remain  in  the  memory  when  the  details  shall 
be  forgotten. 

Encourage  the  learner  to  continual  effort,  rather 
than  to  work  out  a  difficult  problem  for  him. 
When  he  accomplishes  it  himself,  he  will  not 
soon  forget  the  manner,  and  is  encouraged  to  em 
ploy  his  own  powers,  instead  of  leaning  on  his 
instructor. 

Geography  will  undoubtedly  claim  considerable 
attention  in  your  schools.  To  teach  it  in  the  best 
way  is  desirable.  The  question,  what  is  the  best 


192  LECTURES   ON   SCHOOL-KEEPING. 

mode  ?  would  be  answered  very  differently  by 
different  individuals. 

The  mode  generally  pursued  is,  to  present  a 
child  with  a  map  of  the  world ;  to  teach  him  its 
general  divisions,  and  how  to  distinguish  them  on 
the  map,  bound  them,  etc.  This  mode  has  been 
approved  by  most  instructors  ;  but  I  am  willing  to 
confess,  it  has  appeared  to  me  the  very  opposite 
of  the  course  that  reason  would  dictate.  Why 
should  we  attempt  to  teach  a  child  what  he  cannot 
comprehend  ?  Why  should  he  learn  the  names 
of  continents,  islands,  oceans,  seas,  and  lakes, 
rivers  and  mountains,  many  thousands  of  miles 
distant,  before  he  is  taught  the  geography  of  his 
own  town,  county,  State,  and  country  ? 

Where  it  is  practicable,  let  the  child  be  taught 
something  of  the  geography  of  his  own  neighbor 
hood,  and  especially  of  his  own  State,  before  he 
commences  the  study  of  it  in  a  more  extended 
manner.  Let  him  be  taught  the  boundaries  of  his 
own  town ;  the  names  and  situation  of  its  moun 
tains,  rivers,  ponds,  and  other  interesting  particu 
lars.  Then  the  same  things  may  be  taught  him 
of  the  adjoining  towns,  the  county,  and  the  State. 
By  this  mode,  he  will  be  led  to  form  some  ideas 
of  distance,  and  the  size  of  places.  He  will  be 
prepared  to  learn  the  same  things  in  regard  to 
other  States,  and  his  country  and  continent. 
From  his  own,  he  may  pass  to  other  countries  and 
continents,  until  the  features  of  the  world  are 
in  succession  brought  distinctly  to  his  view. 

Endeavor  to  have  the  outlines,  the  more  gen- 


LECTURES    ON    SCHOOL-KEEPING.  193 

eral  facts,  very  thoroughly  acquired.  These  should 
always  be  distinguished  from  the  subjects  in  detail. 
They  will  be  a  guide  to  other  knowledge,  and  will, 
without  doubt,  be  better  remembered  than  if 
associated  with  a  multiplicity  of  facts  in  detail. 

Prominent  facts  in  geography  should  be  learned 
in  such  a  way  as  to  be  easily  remembered.  This 
is  secured  only  on  the  principle  of  classification. 
Elvers  of  equal  length,  mountains  of  the  same 
height,  and  cities  of  the  same  population,  may  be 
arranged  in  classes,  according  to  the  principle 
of  Woodbridge,  with  great  advantage.  Most  per 
sons  remember  facts  associated  with  other  facts 
more  readily  than  in  any  other  way.  Much  time 
is  lost  by  attempting  to  crowd  the  memory  with  too 
many  unimportant  facts.  A  few  things  learned  very 
thoroughly  will  be  worth  much  more  than  a  vastly 
greater  number  of  things  learned  superficially. 
Let  the  boundaries  of  our  own  country,  and  of  the 
individual  States,  be  very  thoroughly  fixed  in  the 
memory,  and  the  leading  things  of  interest  with 
regard  to  other  parts  of  the  world,  and  the  learner 
derives  more  benefit  than  by  attempting  so  much 
that  he  remembers  nothing  perfectly.  Let  the 
pupil  "  begin  the  study  of  each  country,  with  the 
consideration  of  its  physical  condition  and  re 
sources,  as  developed  in  his  previous  views  of  the 
world.  He  should  observe  the  extent  of  its  sea- 
coast,  the  number  and  size  of  its  streams,  the 
general  character  of  its  climate,  as  affected  by  its 
place  upon  the  globe,  and  by  peculiar  circum 
stances,  and  the  vegetable  productions  to  which  it 
17 


194  LECTURES    ON    SCHOOL-KEEPING. 

is  adapted.  He  should  then  be  taught  any  pecu 
liarities  which  exist  in  its  physical  character,  and 
should  be  led  to  infer  from  the  whole  its  capacities 
and  resources,  and  the  employments  most  likely 
to  promote  the  welfare  of  its  inhabitants. 

u  A  closer  view  of  its  political,  social,  and  reli 
gious  institutions,  and  habits,  will  too  often  present 
sad  obstacles  to  the  accomplishment  of  the  best 
plans,  and  he  should  next  be  taught  the  actual 
condition  of  knowledge,  of  morals  and  agriculture, 
and  arts  and  commerce,  as  resulting  from  the  com 
bined  action  of  physical  and  moral  causes.  He 
should  be  led  to  appreciate  the  national  character 
connected  with  these  circumstances,  so  far  as  this 
can  be  done  with  accuracy,  and  without  that  gross 
injustice  which  sometimes  attributes  the  peculiar 
ities  of  a  small  class  to  the  people  of  a  whole 
country ;  which  would  make  the  Portuguese  all 
assassins,  and  the  people  of  New  England  a  nation 
of  peddlers.  He  should  study  also  the  topography 
of  the  country,  its  principal  towns  and  cities,  and 
its  most  important  public  institutions,  humane,  re 
ligious,  and  literary. 

u  This  survey  should  be  completed  by  an  exam 
ination  of  its  statistics,  the  number  of  its  inhabit 
ants,  the  manner  in  which  they  are  distributed, 
the  density  of  population,  the  amount  of  commerce, 
manufactures,  revenue,  and  public  debt,  and  the 
magnitude  of  its  army  and  navy.  The  extent  to 
which  these  details  should  be  carried  must  of  course 
be  varied  according  to  the  character  and  circum 
stances  of  a  pupil,  and  the  time  which  may  be 


LECTURES    ON    SCHOOL-KEEPING.  195 

devoted  to  this  study.  They  should  be  carried  so 
far  as  the  judgment  of  the  pupil  can  employ  them, 
in  estimating  the  state  and  resources  of  the  coun 
try.  They  should  never  be  so  extended  as  to 
burden  the  memory.  These,  however,  cannot  be 
retained  with  facility,  nor  can  they  be  employed 
for  the  purpose  of  comparison,  for  which  numbers 
are  chiefly  useful,  without  some  species  of  classifi 
cation. 

"  On  such  points,  particularly,  all  our  concep 
tions  of  great  and  small,  many  and  few,  are  founded 
entirely  upon  comparison.  It  is  far  more  impor 
tant  and  useful  to  the  pupil,  to  know  that  London 
contains  as  many  people  as  the  whole  State  of 
Virginia,  than  to  be  able  to  tell  the  precise  num 
ber  of  inhabitants  in  either  ;  and  the  population 
of  both  would  be  more  easily  remembered  by 
associating  them  together.  And  his  conception 
of  the  populousness  of  a  town  or  city,  which  ap 
proaches  his  own  in  magnitude,  will  be  much  more 
associated  by  telling  him  that  it  is  twice,  or  thrice, 
or  ten  times  as  large  as  his  native  place,  than  by 
stating  the  precise  number  of  people  it  contains. 
Few  persons  can  estimate  or  conceive  of  numbers 
of  people,  even  to  a  few  hundreds  or  thousands, 
much  less  of  an  equal  number  of  square  miles. 
The  mind  is  confused  by  higher  numbers,  and  can 
only  arrive  at  distinct  conceptions  by  referring  to 
some  known  standard,  approaching  in  magnitude 
to  that  presented,  instead  of  being  obliged  to  com 
pare  it  with  unity."  : 

*  Woodbridge. 


196  LECTURES    ON    SCHOOL-KEEPING. 

It  is  also  important  to  exhibit  the  facilities  of 
obtaining  the  necessaries  and  conveniences  of  life, 
furnished  by  different  climates  and  countries  ;  also 
the  inconveniences  and  privations  peculiar  to  any 
section  of  the  world,  on  which  the  lesson  of  the 
class  may  be.  This  is  recommended  for  the  pur 
pose  of  comparison  with  our  own  happy  land,  and 
for  showing  the  general  providence  of  God,  who 
has  so  constituted  things  that  one  part  of  the 
world  is  dependent  on  another  for  some  of  the 
conveniences  of  life ;  also,  for  exhibiting  the  fact 
that  no  part  of  the  world  is  unprovided  with  the 
means  of  promoting  human  happiness,  and  no  por 
tion  is  exempt  from  evils  of  some  kind.  The  most 
productive  regions  of  the  earth  are  often  visited 
with  dreadful  storms  and  tempests.  Troublesome 
insects,  poisonous  serpents,  and  the  most  ferocious 
beasts,  annoy  the  inhabitants  of  some  parts,  where 
otherwise  a  residence  might  almost  be  compared 
to  one  in  paradise.  Scholars  will  always  be  inter 
ested  by  remarks  on  subjects  of  this  kind ;  and 
not  only  so,  they  will  derive  lasting  benefit  from 
them. 

Accustom  your  scholars  to  draw  maps  on  slates 
from  recollection.  If  they  know  this  will  be  re 
quired  of  them,  they  will  examine  the  situation  of 
places,  mountains,  rivers,  etc.,  with  much  more 
attention  than  otherwise,  and  will  probably  retain 
the  knowledge  which  they  acquire  much  better 
than  if  not  required  to  attend  to  this  exercise. 
The  instructor,  at  the  close  of  the  recitation,  should 
examine  the  slates,  and  point  out  the  deficiencies 


LECTURES    ON    SCHOOL-KEEPING.  197 

or  errors.  Outline  maps  may  be  used  with  -great 
advantage  by  the  skilful  instructor,  when  a  class 
has  made  considerable  proficiency  in  the  study. 

In  directing  the  studies  of  a  class  in  geography, 
it  should  be  kept  in  mind  that  a  few  leading  and 
important  facts  are  of  greater  value  than  a  multi 
tude  of  unimportant  particulars ;  that  much  time 
is  lost  by  attempting  to  acquire  so  much  that  but 
little  is  accurately  committed  to  memory,  and  re 
tained. 

English  grammar  is  included  in  the  list  of 
studies  to  be  pursued  at  common  schools.  All 
who  offer  themselves  as  teachers  in  these  schools 
are  examined  in  this  branch.  It  is  the  duty  of 
all  such  to  qualify  themselves,  to  give  thorough 
instruction  in  it.  But  I  am  constrained  to  believe 
that  instructors  are,  to  a  great  degree,  deficient 
in  this  respect.  I  do  not  intend  to  affirm,  that 
there  is  not  considerable  familiarity  with  the  rules 
of  syntax,  as  these  rules  are  stated  by  some  one 
author.  It  has  long  been  a  question,  whether 
the  present  mode  of  pursuing  this  study,  or  of 
teaching  it,  does  not  require  greater  modification 
than  any  other.  To  say  that  the  mode  of  teach 
ing  grammar  most  usual  in  district  schools  should 
be  improved,  is  saying  merely  what  is  proved  by 
the  fact  that  it  is  usually  considered  dry  and  un 
interesting  by  a  great  majority  who  attend  to  it ; 
and  of  course  very  little  advancement  is  made  in 
it.  The  more  usual  method  is  to  put  a  book  into 
the  hands  of  the  scholar,  and  require  him  to  commit 
certain  parts  of  it  to  memory ;  and,  when  this  is 
17* 


198  LECTURES   ON   SCHOOL-KEEPING. 

done,  he  is  called  upon  to  parse  sentences  and  ap 
ply  the  rules  of  syntax.  Parsing  is  continued 
year  after  year,  without  much  attention  to  any 
thing  but  deciding  on  the  parts  of  speech  and  ap 
plying  rules.  When  he  is  able  to  tell  the  part  of 
speech  at  sight,  and  refer  to  rules  applicable  to 
the  several  words  in  a  sentence,  he  is  often  called 
a  good  grammarian,  and  not  unfrequently  consid 
ered  qualified  to  be  an  instructor  of  others.  But 
after  all,  it  may  be  doubted  whether  he  is  better 
acquainted  with  grammar  than  some  have  been 
who  have  never  studied  the  rules  of  syntax.  That 
this  mode  occupies  much  time  to  little  profit,  I 
think  must  be  conceded  by  all.  While  I  make 
this  remark,  I  wish  not  to  be  considered  as  a  con 
vert  to  the  doctrine  of  those  masters,  who  have 
professed  the  ability  to  teach  grammar  in  a  month, 
or  even  half  of  that  time.  The  call  for  reform  in 
teaching  this  branch  is  loud.  Much  time  is  spent 
to  very  little  purpose,  both  in  common  schools  and 
academies. 

If  a  better  mode  of  teaching  than  the  follow 
ing  can  be  adopted,  I  would  advise  you  to  pursue 
it.  If  you  are  inclined  to  judge  favorably 
of  the  following  directions,  it  will  probably  be 
found  by  you  that  the  system  contains  one  advan 
tage,  at  least ;  that  of  making  the  study  pleasing. 
Among  a  very  large  number  with  whom  I  have 
pursued  it,  I  have  seldom  found  any  who  com 
plained  that  grammar  was  unpleasant  or  dry. 

1.  Let  it  be  an  object  to  explain  to  your  schol 
ars  what  grammar  is,  and  the  importance  of  un- 


LECTURES    ON   SCHOOL-KEEPING.  199 

derstanding  the  nature  of  their  own  language. 
This  must  lead  them  to  see  that,  in  attending  to 
this  study,  they  are  not  learning  that  which  is 
useless  or  unnecessary.  They  will  be  made  ac 
quainted  with  its  usefulness  by  familiar  illustration ; 
and  when  this  is  accomplished,  they  will  commence 
the  study  with  far  more  interest  than  otherwise. 
The  exact  meaning  of  the  four  subjects  on  which 
it  treats,  should  be  fully  explained.  The  child 
often  has  not  the  most  distant  idea,  that,  while  he 
is  learning  to  spell  words,  he  is  learning  grammar. 
Etymology  is  often  unintelligible ;  but  show  him 
how  words  are  derived  from  each  other,  and  how 
the  part  of  speech  is  affected  by  varying  the  word, 
and  he  will  become  interested. 

To  illustrate.  Take  the  word  man,  and  show 
him  how  many  words  come  from  it ;  or  require  him 
to  tell  all  the  words  which  he  can  recollect,  and 
then  explain  the  meaning  which  each  has,  and 
why  they  are  classed  with  different  parts  of 
speech  ;  as  man,  a  noun  ;  to  man,  a  verb  ;  man 
ning,  a  participle ;  manful,  an  adjective ;  man 
fully,  an  adverb  ;  and  manliness,  another  noun. 
With  an  exercise  of  this  kind  he  will  be  pleased, 
and  will  be  obtaining  the  meaning  of  many  words 
which  he  would  not  otherwise  learn. 

Time  is  usefully  employed  in  attending  to  the 
composition  of  compound  words,  and  the  meaning 
of  such,  ascertained  from  the  meaning  of  the  root, 
and  the  parts  connected  with  it.  For  instance, 
"  take  the  word  retrospection;  the  teacher  would 
direct,  *  Separate  it,'  and  the  learner  would  reply, 


200  LECTURES    ON   SCHOOL-KEEPING. 

6  retro,  behind ;  sped,  look ;  and  tion,  act  or  action.' 
The  teacher  would  then  say,  '  What  is  the  meaning 
of  the  word  retrospection  ? '  and  would  ask  for 
other  instances  in  which  the  root  occurs.  In-spect, 
pro-spect,  spect-acle,  circum-spect,  re-spect,  and 
other  words  would  be  given." 

"  The  advantages  of  this  course  are  numerous 
and  weighty.  It  teaches  the  scholar  to  study  the 
character  of  every  word,  as  it  is  brought  before 
him.  It  leads  the  mind  also  from  the  words  to 
observe  the  legitimate  use  of  them,  the  communi 
cation  of  ideas.  By  inducing  the  learner  to  draw 
on  the  resources  of  his  own  mind,  it  teaches  him 
to  compare,  to  discriminate,  to  judge ;  a  process 
by  which  he  is  rendered  capable  of  far  greater 
mental  exertion.  It  necessarily  insures  a  habit  of 
observation  and  scrutinizing  inquiry ;  it  occasions 
close  application ;  and  it  constantly  calls  upon  the 
teacher  rather  to  restrain  than  to  excite." 

2.  When  it  becomes  proper  to  have  a  scholar 
begin  the  grammar,  or  text-book,  let  him  first  learn 
the  definition  of  the  most  common  parts  of  speech ; 
as,  the  noun,  pronoun,  and  verb.  Then  let  him 
take  a  sentence  and  select  all  the  nouns  in  it,  and 
tell  why  they  are  nouns  ;  all  the  pronouns,  and 
tell  why  they  are  pronouns  ;  and  all  the  verbs,  and 
tell  why  they  are  verbs.  The  next  lesson  may  be 
to  learn  the  different  kinds  of  nouns  and  articles, 
and  what  belongs  to  each ;  and  then  he  should 
select  the  nouns  in  a  sentence,  and  tell  why  they 
are  nouns ;  what  kind,  and  why ;  what  number, 
and  why ;  what  gender,  and  why ;  what  person, 


LECTURES    ON   SCHOOL-KEEPING.  201 

and  why.  Also  the  articles,  and  tell  why  they 
are  articles ;  what  kind,  and  why  they  are  of  that 
kind.  Let  the  scholar  proceed  in  this  way  through 
the  pronoun  and  verb,  and  then  learn  the  defini 
tions  of  other  parts  of  speech.  He  should  then 
be  taught  to  parse  all  the  words  of  a  sentence  in 
course,  and  tell  what  each  word  is,  define  it,  and 
give  his  reason  for  everything  he  says  about  it. 
In  this  way,  he  will  learn  understaridingly,  and 
will  be  able  to  see  why  these  definitions  and  rules 
have  been  given,  which  he  is  now  called  upon  to 
commit  to  memory. 

After  he  -can  demonstrate  easily,  he  may  be 
directed  to  commit  to  memory  some  of  the  most 
important  rules  of  syntax,  and  apply  them  to  the 
language  which  he  passes.  He  should  be  asked, 
when  he  says,  "  the  nominative  case  governs  the 
verb,"  or  "  a  verb  agrees  with  its  nominative 
case,"  how  the  rule  applies  to  the  case  in  ques 
tion,  and  on  what  principle  it  is  founded  ?  And 
though  he  may  not  always  be  able  to  give  an  an 
swer,  yet,  by  having  been  asked  the  question,  he 
will  be  more  likely  to  recollect  the  explanation 
which  you  may  give,  and  be  able  to  repeat  it 
when  you  ask  him  again.  A  mode  like  the  above, 
pursued  through  the  whole  of  grammar,  will  leave 
nothing  dark  to  the  mind  of  the  scholar. 

3.  When  the  rules  of  syntax  are  acquired,  and 
he  can  apply  them  with  facility,  he  will  be  pre 
pared  to  analyze  sentences,  and  should  be  taught 
to  distinguish  between  a  sentence  and  phrase,  a 
simple  and  compound  sentence,  and  also  to  know 


202  LECTURES    ON    SCHOOL-KEEPING. 

what  are  the  principal  parts  of  a  sentence  ;  as 
the  subject,  attribute  or  predicate,  and  object. 

The  exercise  of  showing  how  words  are  de 
rived  one  from  another  should  be  continued,  and 
the  pupil  be  accustomed  to  point  out  the  different 
parts  of  speech  which  may  come  from  a  single 
word.  He  will,  by  this,  be  able  to  see  the  de 
pendence  of  one  word  upon  another,  and  learn  to 
discriminate  the  character  of  each. 

In  this  connection,  I  would  recommend  giving 
him  sentences  in  which  there  is  some  grammatical 
error  for  him  to  detect,  and  to  give  his  reason  for 
thinking  it  an  error.  This  exercise  is  very  im 
portant,  as  it  will  lead  him  to  guard  against  errors 
in  the  formation  of  sentences,  and  will  help  him 
to  apply  the  knowledge  which  he  has  acquired  to 
practical  purposes.  In  selecting  sentences  for 
this  purpose,  it  will  be  well  to  take  them  from  the 
conversation  of  the  scholar  himself,  or  such  lan 
guage  in  common  use  as  is  ungrammatical.  This 
will  lead  him  to  examine  his  own  language  by  the 
rules  which  he  has  learned,  and  enable  him  to  de 
tect  his  own  errors. 

In  this  as  in  other  studies,  the  important  laws 
of  the  language,  the  most  important  definitions 
and  most  essential  rules,  should  be  very  thoroughly 
acquired.  In  this  way  only,  the  learner  is  able 
to  recall  and  apply  rules  to  his  own  language,  or 
the  language  of  others. 

It  will  be  expected  that  you  should  instruct 
your  scholars  in  penmanship.  This  is  a  very  ne 
cessary  accomplishment ;  but  it  would  be  better, 


LECTURES    ON   SCHOOL-KEEPING.  203 

if  it  could  be  taught  in  a  school  where  it  should 
be  the  only  branch.  Yet  long  custom  has  placed 
it  among  the  requisitions  of  a  common  school.  It 
is  not  possible,  I  think,  at  present,  to  obviate  this 
inconvenience  ;  and  the  only  inquiry  is,  how  we 
may  make  it  the  least  injurious  to  other  branches 
of  study,  and  secure  the  greatest  improvement 
therein.  The  result  of  my  own  experience  has 
been,  that  three  quarters  of  an  hour,  devoted  once 
a  day  exclusively  to  this  exercise,  is  better  than  a 
longer  period,  and  is  the  least  likely  to  interfere 
with  other  studies.  The  following  are  all  the  di 
rections  for  which  I  have  time. 

1.  Prepare  all  the  books  for  writing  at  your 
own  room,  and  furnish  the  copies  which  will  be 
necessary  for  the  day.     If  the  books  are  not  ruled 
for  writing,  I  would  recommend  to  you  to  do  it 
yourselves,  when  you  prepare  the  copies.     This 
will  save  much  time  to  the  school,  and  prevent 
much  disturbance  from   the   noise    of  borrowing 
rules,  or  frequent  removals  to  get  and  use  them. 
The  copies  ought  to  be  prepared  before  you  come 
into  school,  in  order  to  have  your  whole  time  when 
there  to  devote  to  other  objects.     When  the  hour 
appointed  for  writing  arrives,  let  everything  else 
be  dropped  by  those  who  are  to  write ;  let  them 
take  their  books  and  pens,  and  attend  only  to 
their  writing. 

2.  While  the  scholars  are  writing,  devote  your 
whole  attention  to  them.     See  that  every  one  sits 
in  an  easy  and  proper  posture.     Attend  to  the 
manner  in  which  every  pen  is  held,  and  see  that 


204  LECTURES    ON    SCHOOL-KEEPING. 

all  write  slowly.  The  instructor  should  go  from 
scholar  to  scholar,  and  give  such  directions  as 
are  necessary.  If  the  house  is  properly  construct 
ed,  you  will  be  able  to  go  to  every  scholar  in  the 
class  once  in  two  or  three,  or  at  most,  in  five 
minutes,  and  will  be  able  to  direct  in  regard  to 
the  writing  of  every  line,  to  point  out  errors  and 
defects  to  be  avoided.  The  progress  of  the  pupil 
will  depend  very  much  upon  the  interest  he  is 
made  to  feel  in  the  subject.  Without  attention, 
no  progress  of  importance  can  be  made. 

8.  When  the  time  for  writing  has  expired,  let 
all  the  pens  be  cleaned  at  once,  and  the  books 
returned.  If  scholars  are  permitted  to  continue 
writing,  after  the  attention  of  the  instructor  is 
turned  to  other  exercises  of  the  school,  they  will 
often  write  carelessly,  and  make  no  improvement. 
When  one  ceases  all  should  cease,  and  direct  their 
attention  to  other  things. 

By  pursuing  a  course  like  the  above,  there  will 
be  very  little  loss  of  time,  and  very  little  danger 
of  the  formation  of  careless  habits.  But  if  schol 
ars  are  permitted  to  call  for  copies  when  they 
please,  and  to  write  as  much  and  as  carelessly  as 
they  please,  they  will  greatly  disturb  the  course 
of  the  school,  and  probably  contract  habits  which 
will  not  be  broken  up  without  difficulty ;  they  will 
waste  paper  and  time,  and  make  very  little  prog 
ress  either  in  writing  or  in  other  studies. 

4.  In  preparing  copies,  it  is  important  to  have 
a  system.  The  easiest  parts  of  letters  should  be 
first  made,  and  a  regular  course  of  lessons  given. 


LECTURES    ON   SCHOOL-KEEPING.  205 

Unless  some  system  is  adopted,  it  will  be  impossi 
ble  for  the  teacher  to  be  uniform  with  himself. 
He  will  be  liable  to  neglect  some  letters,  while 
others  are  very  frequently  used  in  the  copies. 
Every  one  who  pretends  to  teach  without  follow 
ing  some  system,  will  fail  of  teaching  well. 

History  is  a  study  which  ought  to  be  pursued 
in  all  our  schools,  at  least  so  far  as  relates  to  the 
history  of  our  own  country.  Every  teacher  should 
speak  of  it  as  a  necessary  study,  and  as  one  which 
will  be  very  pleasant.  Though  there  is  no  text 
book  which  seems  to  me  exactly  adapted  to  com 
mon  schools,  yet  there  are  many  that  contain  val 
uable  information  :  and  by  selecting  subjects  from 
them  of  the  most  interest,  and  making  these  plain 
to  the  understanding  of  the  scholar,  by  such  illus 
tration  as  the  nature  of  them  will  admit,  children 
will  be  highly  interested. 

I  would  advise  you  to  commence  with  a  class, 
by  giving  very  familiar  lectures  on  the  history  of 
their  own  town  or  State,  or  the  places  with  which 
they  are  acquainted.  Then  lessons  from  books, 
in  regard  to  particular  events  which  have  taken 
place.  Topics  should  be  selected  .which  relate  to 
events  connected,  in  an  eminent  degree,  with  the 
welfare  of  the  country.  When  subjects  are  given 
them,  instead  of  requiring  them  to  take  all  the 
events  in  their  connection,  the  class  will  be  more 
likely  to  engage  with  interest  in  the  exercises, 
and  to  retain  what  they  learn.  If  these  lessons 
are  given,  following  the  order  of  time  in  which 
the  incidents  occurred,  a  connected  history  of  the 
18 


206  LECTURES    ON    SCHOOL-KEEPING. 

prominent  events  will  be  obtained,  and  each  gen 
eral  subject  will  be  more  firmly  fixed  in  the  mind. 

To  illustrate  more  fully  what  I  mean.  After  a 
few  general  subjects,  such  as  may  relate  to  the 
history  of  the  town,  neighborhood,  or  State,  I  would 
recommend  that  the  lessons  be  given  out  in  a 
manner  somewhat  like  the  following  :  You  may 
take  your  histories  and  learn,  so  that  you  can  re 
late  to  me,  the  most  important  particulars  relative 
to  the  first  discovery  of  the  country.  I  shall  ask 
you  these  questions :  Who  discovered  America  ? 
From  what  country  was  he  ?  How  many  ships 
had  he  ?  What  happened  on  the  voyage  ?  After 
his  men  had  become  disaffected,  how  long  did 
Columbus  persuade  them  to  sail  ?  What  happen 
ed  during  that  time  ?  What  did  Columbus  do 
when  he  arrived  at  the  shore  ?  What  name  did 
he  give  to  the  place  ?  Whom  did  he  find  there  ? 
What  was  it  that  excited  very  much  the  attention 
of  his  men  ?  What  did  the  natives  think  of  Co 
lumbus  and  his  crew  ?  What  happened  when 
they  were  on  their  homeward  passage  ?  How  were 
they  received  ?  etc. 

The  next  subject  may  be  the  first  settlement  of 
Jamestown ;  then,  that  of  New  England.  The 
next,  the  history  of  the  settlement  of  New  York, 
and  of  its  being  taken  by  the  English.  "  Now," 
you  may  say  to  them,  "  I  wish  you  to  take  for 
your  next  lesson,  the  contest  between  the  Colonies 
and  England,  and  what  was  the  consequence." 
Afterwards,  the  particulars  of  the  battle  of  Lex 
ington  ;  then,  that  of  Bunker  Hill,  etc.  By  pro- 


LECTURES    ON    SCHOOL-KEEPING.  207 

ceeding  in  this  way,  and  directing  the  pupil  to  fix 
his  mind  on  but  one  subject  for  each  lesson,  he 
will  be  able  to  understand  his  lesson  fully,  and 
will  read  attentively  everything  that  regards  the 
subject  on  which  he  is  to  be  examined. 

I  am  confident  that  two  objects  will  be  secured 
by  this  mode,  which  are  not  gained  as  well  by 
putting  a  book  into  the  hands  of  a  scholar  and 
requiring  him  to  learn  the  whole  ;  namely,  he  will 
be  better  pleased,  and  will  gain  a  more  distinct 
knowledge  of  the  most  interesting  facts.  I  would 
not  say  positively  that  the  mode  I  have  recom 
mended  is  the  best ;  but  it  has  succeeded  better 
than  any  I  have  known  adopted  in  our  schools. 
If  the  members  of  a  class  have  different  books,  it 
will  not  be  very  material,  as  each  author  treats  of 
all  the  most  interesting  facts  in  history. 

Another  subject  ought  to  receive  attention  in 
all  our  schools,  I  am  happy  to  know  that  it  is 
introduced  into  many. 

I  refer  to  exercises  in  writing  composition. 
"  That  which  gives  to  any  branch  of  study  its 
value,  is  its  practical  utility."  If  this  sentiment 
be  just,  composition  should  never  be  neglected. 
Every  one  who  can  write,  has  occasion  to  compose 
letters  on  business  or  friendship,  and,  in  some  way 
or  other,  to  express  his  thoughts  on  paper  more 
or  less  frequently.  To  neglect,  while  acquiring 
an  education  for  common  business,  some  things 
which  are  as  important  as  others  which  receive 
particular  attention,  is  not  the  dictate  of  reason. 
But  this  consideration  is  not  the  only  evidence 


208  LECTURES   ON   SCHOOL-KEEPING. 

that  this  subject-  claims  attention.  Arranging 
our  ideas  in  sentences,  and  combining  those  sen 
tences  so  as  to  express  a  continued  train  of 
thought,  is  one  of  the  best  means  of  making  the 
knowledge  which  we  gain  practical.  Perhaps 
hardly  any  exercise  is  a  better  discipline  of  the 
mind  than  the  writing  of  composition.  It  is  the 
application  of  knowledge  to  the  business  of  life. 
Without  such  application  much  that  is  acquired 
will  be  soon  lost,  and,  if  not  lost,  of  what  value 
can  it  be  to  its  possessor  ?  Of  what  use  to  the 
farmer  were  all  the  theory  that  might  be  obtained, 
if  he  never  applied  his  knowledge  to  his  business  ? 

When  composition  is  neglected  in  district  schools, 
it  becomes  a  very  burdensome  exercise  to  such  as 
may  afterwards  attend  a  higher  school  or  an  acad 
emy.  Many  have  I  seen  weep,  when  this  was 
then  made  a  requisition  for  the  first  time.  "  I 
was  never  called  upon  to  write  before,  and  now  it 
seems  to  me  that  I  cannot,"  has  been  said  by 
many.  "  I  wish  I  had  been  required  to  write 
when  I  attended  the  district  school,  and  then  it 
would  not  be  such  a  task  now." 

The  following  directions  may  be  of  service  to 
you  on  this  subject. 

1.  Labor  to  impress  the  minds  of  the  school 
with  a  sense  of  the  great  importance  of  this  ex 
ercise.  This  may  be  done  by  representing  the 
many  situations  in  which  they  would  highly  value 
the  art  of  expressing  their  thoughts  on  paper ; 
the  interest  they  will  feel  in  being  able  to  com 
pose  a  letter  to  a  friend  in  a  handsome  style ;  the 


LECTURES    ON   SCHOOL- KEEPING.  209 

inconvenience  they  must  often  suffer,  if  they 
neglect  this  exercise  till  they  are  obliged  to  write 
and  expose  their  ignorance,  or  make  application  to 
others  to  do  that  for  them  which  they  ought  to  be 
able  to  do  for  themselves.  All  this  may  be  impressed 
upon  their  minds  by  means  of  familiar  illustration. 

2.  It  has  been  found  profitable  to  commence 
with  young  scholars,  by  giving  them  a  number  of 
words,  and  requiring  them  to  write  a  sentence,  in 
which   one   or  more  should  be  used.     The    first 
words  may  be  nouns,  the  next  adjectives,  the  next 
pronouns,  etc.     Give  the   child  a  slip  of  paper, 
with  the  direction  and  words  ;  as,  for  instance,  the 
following :   Write  sentences,  and  use  one  of  the 
following  words  in  each :  man,  gold,  stars,  lines, 
eagerness,    play,    home,    garden.       Compositions 
should    afterwards    embrace    a   variety   of    other 
single  words,  or  of  words  compounded.     The  ob 
ject  of  this  course  is  to  make  the  task  easy,  to 
have  the    invention  of   the  .scholar  brought  into 
vigorous  exercise,  and  to  have  him  excited  to  learn 
the  exact  meaning  of  words.     It  is  conceived  that 
by  such  a  mode  all  these  objects  are  gained. 

3.  When  the  scholars  are  sufficiently  exercised 
in  this  kind  of  composition,  it  may  be  useful  to 
read  a  story,  and  then  let  them  relate  as  much  of 
it  as  they  can  remember,   in   their   own  words. 
This  enables  them  to  see  the  importance  of  paying 
close   attention  to  what  they  hear,  and   of  fixing 
the  most  prominent  ideas,  so  as  to  treasure  them 
up.     But  as  they  will  not  be  likely  to  retain  any 
full  sentence,  it  leads  them  to  the  exercise  of 

18* 


210  LECTURES   ON   SCHOOL-KEEPING. 

arranging  ideas  in  sentences,  nearly  as  much  as 
writing  an  original  composition.  They  will  not  be 
discouraged  on  account  of  not  knowing  what  to 
write,  and  will  probably  be  amused  and  pleased 
with  the  exercise. 

4.  General  subjects  may  be  afterwards  given, 
on  which  to  write ;  subjects  with  which  they  are 
familiar,  or  may  become  so  by  reading.  It  is  always 
better  to  give  subjects,  than  to  let  the  pupil  select 
for  himself;  for  he  will  often  choose  without 
judgment ;  or  be  frequently  unable  to  decide  on 
any  subject ;  or  he  will  often  select  the  hardest 
subjects,  thinking  them  the  easiest.  Of  this  kind 
are  such  as  the  following  ;  friendship,  love,  hope, 
spring,  summer,  autumn,  winter,  youth,  life,  health, 
pleasure,  hope,  etc. 

In  selecting  subjects,  it  is  very  important  they 
should  be  such  as  will  benefit  the  scholars  in  a 
moral  point  of  view,  or  in  supplying  rules  and 
precepts  for  the  transactions  of  life.  If  a  young 
person  can  be  excited  to  a  proper  course  of  re 
flection  on  the  influence  which  different  habits  will 
have  upon  his  happiness  and  usefulness,  he  will  be 
much  more  likely  to  cultivate  those  which  are 
correct  than  he  would  do  without  such  reflections. 
It  is  therefore  of  very  great  importance  to  lead 
the  young  to  such  considerations  as  shall  be  of  the 
greatest  benefit  in  the  cultivation  of  correct  habits. 
Such  questions  as  the  following,  when  given  as 
subjects  of  composition,  have  been  found  very  use 
ful.  What  four  things  ought  the  young  to  seek 
first,  in  order  to  promote  their  own  happiness  ? 


LECTURES    ON   SCHOOL-KEEPING.  211 

What  six  habits  may  I  form  while  young,  that  will 
secure  to  me  the  greatest  personal  enjoyment  and 
respectability  ?  By  the  formation  of  what  five 
habits  can  I  do  the  most  good  to  my  fellow-men  ? 
By  what  five  habits  can  I  most  injure  society  ? 
Describe  the  character  of  such  persons  or  families 
as  you  would  wish  for  your  neighbors.  Must  the 
drunkard  be  an  unhappy  man  ?  if  so,  why  ?  Do 
you  believe  the  thief,  liar,  etc.,  can  be  happy  ?  if 
not,  why  ?  Why  does  God  forbid  theft,  lying,  etc.? 

Questions  on  subjects  of  this  kind  may  be  mul 
tiplied  and  varied  according  to  the  judgment  of 
the  teacher,  and  may  be  rendered  easier  or 
harder,  according  to  the  ability  of  the  class.  The 
scholars  thus  not  only  derive  satisfaction  from  the 
easy  accomplishment  of  their  tasks,  but  are  ex 
cited  to  reflect,  and  to  make  up  their  opinions  on 
subjects  very  important  to  them,  while  forming 
characters  for  life. 

5.  Recommend  to  your  pupils  to  correspond 
with  each  other,  to  ask  each  other  questions  to  be 
answered  in  writing,  also  to  write  down  their  own 
reflections  for  their  own  private  use.  The  effect 
of  this  course  will  unquestionably  be  salutary. 
They  will  not  only  be  excited  to  a  cultivation  of 
the  social  affections,  but  will  undoubtedly  be 
much  advanced  in  the  art  of  composition.  This 
knowledge,  however,  will  not  long  be  retained 
without  practice.  The  necessity  of  this  should 
be  constantly  urged.  Everything  which  has  a 
tendency  to  call  forth  their  own  powers  of  mind 
is  important,  and  will  be  productive  of  good. 


212  LECTURES    ON   SCHOOL-KEEPING. 

On  another  subject,  it  is  highly  important  that 
you  should  communicate  instruction.  Moral  phi 
losophy  may  not  perhaps,  in  a  majority  of  schools, 
be  introduced  as  a  regular  study,  but  you  may  make 
your  scholars  acquainted  with  some  of  its  important 
principles,  and  teach  them  to  examine  the  reasons 
of  moral  distinctions.  You  may  direct  them  to 
examine  the  character  of  the  things  they  approve, 
and  of  those  they  disapprove ;  why  some  things 
please  and  others  displease  them.  They  may  be 
taught  that  in  all  persons  there  is  implanted  a 
moral  sentiment,  and  this  has  a  material  influence 
on  human  happiness.  You  may  inform  them  what 
feelings  and  what  actions  are  virtuous,  and  what 
are  vicious,  by  referring  them  to  the  great  rule  of 
duty,  as  presented  in  the  law  of  God.  Let  no 
day  pass  without  reading,  or  causing  to  be  read, 
some  portion  of  the  sacred  Scriptures.  Appeal 
to  this,  as  the  standard  by  which  all  actions  and 
habits  are  to  be  tried.  Call  the  attention  of  your 
pupils  to  this  remarkable  fact :  That  whatever 
men  generally  agree  conduces  to  unhappiness  or 
misery,  is  forbidden  or  condemned  in  the  Bible  ; 
and  everything  in  which  true  enjoyment  is  found, 
is  there  approbated  and  commended  or  required. 


LECTURES   ON   SCHOOL-KEEPING.  213 


LECTUKE  XI. 

YOUNG  LADIES  AND  GENTLEMEN  :  — 

IN  the  present  Lecture,  I  wish  to  call  your  at 
tention  to  several  things  which,  though  intimately 
connected  with  some  previous  topics,  may  perhaps 
be  better  presented  in  a  separate  Lecture. 

The  first  is,  the  great  importance  of  seizing  on 
favorable  opportunities  to  fix  lasting  impressions 
on  the  minds  of  your  pupils.  There  will  frequently 
occur  seasons,  when  impressions  may  be  made  on 
the  minds  of  the  young  much  more  readily  than  at 
others.  The  attention  is  awake,  the  mind  becomes 
aroused,  and  impressions  then  made  will  be  more 
lasting  than  when  the  mind  is  not  excited.  Such 
seasons  should  be  regarded  as  a  seed-time,  which, 
if  improved  by  the  teacher,  may  be  the  means 
of  producing  very  important  fruits. 

I  shall  be  best  understood  by  an  example.  An 
eclipse  occurred  during  the  hours  of  school.  The 
darkness  occasioned  a  suspension  of  labor  for  a 
season.  After  permitting  the  scholars  to  go  and 
look  at  it,  and  at  the  objects  around  shrouded  in 
gloom,  the  teacher  returned  with  them  to  the 
school-room,  and  addressed  them  in  the  following 
manner :  — 

"  You  have  seen,"  said  he,  "a  most  interesting 
sight  to-day,  and  one  which  may  lead  you  to  some 
profitable  reflections.  The  moon  is  a  planet  very 


214  LECTURES    ON   SCHOOL-KEEPING. 

small  when  compared  with  the  earth  or  sun,  and 
yet,  by  being  near  us,  and  coming  between  us  and 
the  sun,  has  obscured  that  light  which  is  so  cheer 
ful  and  necessary.  I  wish  to  turn  your  thoughts 
for  a  moment  to  the  interesting  nature  of  the  study 
of  astronomy,  by  which  the  motions  of  the  heavenly 
bodies  may  be  perfectly  known,  and  their  size  and 
distance  determined  with  accuracy.  I  wish  you 
to  know  also  the  importance  of  this  science  to  us. 
If  astronomers  had  not  been  able  to  tell  us  of  this 
eclipse,  and  had  we  not  expected  it  to-day,  how 
great  must  have  been  our  terror !  We  might  have 
been  as  much  frightened  as  some  of  the  ancients 
are  said  to  have  been  at  similar  appearances.  But 
now  we  look  upon  it  with  the  utmost  delight,  as  a 
rare  exhibition  of  the  effect  of  planetary  motion. 
Had  you  seen  an  astronomer  calculating  this 
eclipse  five  years  ago,  you  might  have  said  he 
was  not  doing  anything  to  benefit  you  ;  but  you 
now  see  how  much  terror  and  fear  he  has  saved 
you,  by  telling  you  beforehand  of  the  sublime 
spectacle  of  to-day.  All  the  art  which  he  had,  is 
what  you  may  easily  acquire,  by  attending  to  the 
study  of  astronomy.  Who  is  there  that  would  not 
delight  in  a  study  so  sublime  and  important  ?  He 
who  first  learned  that  this  eclipse  would  happen  to 
day,  was  once  a  little  child,  and  knew  no  more  than 
the  most  ignorant  of  you.  You  may,  like  him, 
become  learned  and  wise.  By  resolutely  and 
faithfully  pursuing  your  studies,  you  may  be  able 
to  understand  all  that  others  know  of  astronomy, 
or  any  other  of  the  sciences  which  man  has  ac- 


LECTURES    ON   SCHOOL-KEEPING.  215 

quired.  But  he  among  you  who  is  unwilling  to 
persevere  in  obtaining  knowledge,  must  continue 
to  be  ignorant  of  that  which  others  know.  Now 
who  of  you  will  choose  to  be  ignorant,  and  who  of 
you  will  endeavor  to  be  wise  ?  I  shall  know  your 
individual  determinations,  by  observing  who  of  you 
are  hereafter  faithful  in  improving  your  time,  and 
who  among  you  choose  play  arid  ignorance,  in 
preference  to  application  and  wisdom." 

Take  another  example  ;  one  of  actual  occur 
rence.  It  was  a  chilly  day  of  winter,  and  we 
were  all  seated  in  a  comfortable  school-room*  A 
man  of  most  wretched  appearance  was  seen  pass 
ing  by,  drawing  a  hand-sled,  on  which  were  several 
bundles  of  woollen  rags,  the  remnants  of  garments 
worn  till  they  could  be  of  no  further  use.  He  was 
clad  in  those  but  little  better,  and  was  apparently 
so  weak  as  to  be  scarcely  able  to  draw  his  sled. 
Some  looked  out  of  the  window  and  began  to 
laugh.  The  instructor  saw  him,  and  remarked : 
"  You  may  all  rise  up  and  see  that  wretched  man, 
passing  by."  They  did  so,  and  nearly  all  were 
diverted  to  laughter.  After  all  had  seen  him,  the 
teacher  told  them  they  might  take  their  seats,  and 
then  remarked :  "I  was  willing  you  should  look 
at  that  man,  but  possibly  my  object  was  very  dif 
ferent  from  yours,  as  I  see  the  effect  on  your  feel 
ings  was  very  different  from  what  was  produced 
on  mine.  That  miserable  man,  you  at  once  per 
ceive,  is  crazy.  He  has  bundles  of  rags  on  his 
sled,  which  perhaps  he  values,  though  they  can 
be  of  no  service  to  him.  You  perceived  he  looked 


216  LECTURES    ON   SCHOOL-KEEPING. 

pale  and  emaciated  ;  he  was  so  weak  as  scarcely 
to  be  able  to  draw  his  load.  He  is  very  poorly 
shielded  from  the  cold  of  winter,  and  will  very 
probably  perish  in  the  snow.  Now  tell  me,  my 
scholars,  does  this  man  excite  your  laughter  ?  He 
was  once  a  school-boy,  sprightly  and  active  as  any 
of  you ;  his  return  from  school  was  welcomed  by 
joyful  parents,  and  his  presence  gave  pleasure  to 
the  youthful  throng,  who  met  each  other  in  a  win 
ter  evening  for  merriment  and  sport.  Look  at 
him  now  ;  and  can  you  sport  with  him  who  has 
lost  his  reason,  and,  in  losing  that,  has  lost  all  ? 
Should  I  point  to  one  of  you,  and  be  able  by  look 
ing  down  into  future  years,  to  say  to  the  rest,  your 
associate  here  will  hereafter  be  insane,  and  roam 
round  a  wretched  maniac,  would  you  not  rather 
weep  than  laugh  ?  You  saw  me  affected  when  I 
began  to  speak ;  I  will  tell  you  why.  I  had  a 
friend  once  ;  he  was  dear  to  me  as  a  brother  ;  he 
was  everything  I  could  wish  in  a  friend.  The 
character  of  his  mind  was  such  as  raised  in  his 
friends  high  expectations.  I  have,  indeed,  seldom 
if  ever  seen  his  equal.  He  could  grasp  any  sub 
ject,  and  what  others  found  difficult,  only  served 
as  amusement  for  him.  I  have  many  of  his  letters, 
which  would  not  disgrace  any  well-educated  man, 
although  written  by  him  when  he  was  a  school-boy. 
I  expected  to  see  him  taking  a  lead  in  the  affairs 
of  men,  and  that  his  opinions  would  be  quoted  by 
others.  I  saw  him  after  an  absence  of  two  years. 
Where  ?  do  you  ask.  It  was  in  a  cage !  and  even 
then  he  was  chained !  He  was  a  maniac  of  the  most 


LECTURES   ON   SCHOOL-KEEPING.  217 

decided  character.  The  moment  he  saw  me,  he 
seized  my  hand  with  wild  joy,  and  for  a  while  re 
fused  to  release  it.  He  had,  in  his  madness,  torn 
the  skin  from  his  own,  and  when  I  freed  myself, 
my  hand  was  reddened  by  his  blood.  For  years 
he  has  wandered  about,  when  it  was  safe  to  lib 
erate  him.  But  he  is  now  and  always  will  be  a 
miserable  maniac.  I  have  known  sorrow,  have 
seen  friends  die  that  were  as  near  as  friends  could 
be ;  but  the  hour  that  I  sat  by  the  confined  and 
crazy  Bernet,  was  an  hour  of  the  greatest  anguish 
I  ever  knew. 

"  Remember,  my  pupils,  from  wha*t  has  passed 
this  hour,  to  render  unfeigned  thanks  to  God,  for 
continuing  your  reason  hitherto  ;  and  if  ever  again 
you  are  disposed  to  laugh,  when  a  crazy  man 
passes,  remember  what  may  be  your  own  condition 
hereafter." 

Seize  such  opportunities,  and  improve  them  with 
a  high  regard  to  the  best  interest  of  your  pupils. 
In  all  your  intercourse  with  scholars,  it  is  incum 
bent  on  you  to  make  use  of  every  means,  not  only 
to  promote  their  present  welfare,  but  to  lay  the 
foundation  of  those  habits  of  thinking  and  acting 
which  will  promote  their  greatest  happiness  here 
after.  By  keeping  this  constantly  in  mind,  you 
may  be  the  occasion  of  lasting  benefit  to  them,  and 
have  the  satisfaction  of  reflecting  that  you  have 
done  your  duty.  If  you  fail  of  doing  your  duty 
faithfully,  conscience  will  upbraid  you,  whether 
patrons  do  or  not. 

Allow  me  to  offer  a  few  suggestions,  with  refer- 
19 


218  LECTURES   ON   SCHOOL  KEEPING. 

ence  to  the  best  means  of  exciting  a  deep  interest 
in  the  minds  of  scholars,  and  leading  them  to  faith 
ful  improvement  of  their  time.  Once  there  was 
very  little  difference  in  the  opinions  or  practices 
of  instructors  with  reference  to  this  subject.  If 
any  means  could  be  used,  "  to  make  children  am 
bitious,"  it  was  not  a  question  whether  these  should 
be  resorted  to.  In  the  college,  in  the  academy, 
in  the  primary  school,  one  was  urged  to  try  to 
excel  another.  Classes  in  the  latter  must  have  a 
"  head,"  and  of  course  a  "  foot."  Preferments, 
or  "  appointments,"  prizes,  medals,  in  the  former, 
had  sufficient  power  to  induce  scholars  to  constant 
competition. 

But  there  has  been  a  change  ;  many  schools  are 
now  conducted  on  principles  widely  different.  An 
examination  of  results  attendant  on  the  different 
courses  pursued  may  lead  to  beneficial  conclusions ; 
and  having  been  engaged  for  many  years  in  con 
ducting  the  studies  of  the  young,  I  beg  leave  to 
state  some  of  the  results  I  have  observed,  and  the 
opinions  I  have  formed  from  these  results. 

During  several  of  the  first  years  devoted  to 
teaching  school,  I  had  recourse  to  the  common 
means  of  making  scholars  "  ambitious."  Classes 
in  reading,  grammar,  arithmetic,  and  geography, 
as  well  as  spelling,  were  permitted  to  have  a 
"  head,"  and  to  take  rank  according  to  their 
ability  to  repeat  the  lesson  assigned.  I  often  di 
rected  one  to  study  his  lesson,  till  able  to  recite  it 
with  as  much  ease  as  another  had  done.  I  gave 
tickets  and  rewards  to  the  successful  competitors. 


LECTURES   ON   SCHOOL-KEEPING.  219 

The  following  were  the  usual,  I  may  add,  the  in 
variable  results. 

1.  A  small  part  of  the  school  applied  themselves 
to  their  lessons  with  great  earnestness. 

2.  They  aimed  to  get  the  lessons  for  recitation, 
but  thought  little  of  learning  them  for  the  purpose 
of  applying  knowledge  to  the  practical  purposes 
of  life. 

3.  Efforts  were  relaxed,  whenever  the  prospect 
of  u  beating"  became  faint." 

4.  Those  near  the  head  were  usually  jealous 
of  each  other,  and  not  unfrequently  exhibited  envy 
and  ill-will. 

5.  Those  often  obtained  the  prize  who  were  the 
least  deserving  of  it ;  for,  while  one  could  recite  a 
lesson  by  an  hour's  application,  and  another  must 
devote  two  or  three  hours  to  it,  the  former  was 
frequently  idle  a  part  of  the  time,  and  studied 
less  than  the  latter. 

6.  Those  who  had  become  considerably  acquaint 
ed  with  a  study,  had  greatly  the  advantage  of 
others  in  their  class  who  had  enjoyed  less  oppor 
tunity.     Such  competitors  were,  therefore,  placed 
on  unequal  grounds. 

7.  Parents  were  frequently  led  to  take  the  part 
of  their  children,  and  to  believe  they  were  treated 
unfairly.     In  this  way  difficulties  originated  which 
extended  through  the  neighborhood. 

After  observing  such  results  in  different  schools, 
and  different  States,  I  was  convinced  that  this 
course  involved  moral  evil.  This  led  to  an  in 
quiry,  whether  some  other  motives  might  not  be 
presented,  which  would  subserve  my  purpose  bet- 


220  LECTURES   ON   SCHOOL-KEEPING. 

ter ;  and  the  experiment  was  first  made  with  the 
same  scholars,  among  whom  I  had  previously  at- 
temrted  to  excite  emulation. 

My  first  endeavor  was  to  make  the  studies  more 
interesting. 

2.  To  show  the  value  of  knowledge. 

3.  To  excite  a  wish  to  gratify  parents    and 
teacher. 

4.  To  show  the  value  of  time,  the  responsibility 
of  scholars  to  themselves,  their  parents,  and  espec 
ially  to  God. 

5.  I  urged  them  to  improve  time  as  a  means 
of  securing  their  own  happiness,  and  a  preparation 
for  usefulness  in  the  world. 

Among  the  results  immediately  witnessed,  were 
the  following :  — 

1.  Far  better  lessons. 

2.  A  much  more  punctual  and  regular  attend 
ance  at  school. 

3.  Much  more  affection  and  kindness  among 
the  scholars. 

4.  The  scholars  were  more  easily  governed. 

5.  My  pleasure  in  teaching  was  increased. 

6.  Parents  were  pleased,  and  led  to  wonder 
what  had  taken  place  at  school,  which  made  their 
children  so  much  more  interested  in  being  there. 

7.  Punishments  were  almost  or  entirely  un 
necessary. 

Similar  results  have  been  uniform,  and  very 
seldom  have  I  found  any  one  who  is  not  pleased 
with  the  acquisition  of  knowledge,  and  willing  to 
make  commendable  efforts  from  that  motive  sim 
ply,  in  order  to  obtain  it. 


LECTURES    ON   SCHOOL-KEEPING.  221 

In  concluding  this  topic  let  me  say,  present  to 
your  scholars  their  obligations  to  study  as  a  duty, 
which  if  properly  regarded  will  add  to  their  hap 
piness,  but  if  disregarded  will  subject  them  to  the 
reprehension  of  their  own  consciences.  It  is  a  duty 
they  owe  to  themselves.  They  are  under  obliga 
tion  to  regard  their  own  happiness,  and  to  make 
all  reasonable  preparation  for  it.  They  have  an 
opportunity  to  add  to  their  enjoyment  by  increas 
ing  their  knowledge.  To  disregard  it,  and  to 
misimprove  the  opportunity  afforded  them,  will 
lay  the  foundation  for  subsequent  sorrow  and  re 
gret. 

It  is  a  duty  they  owe  to  their  teacher,  to  make 
the  best  use  of  his  instructions.  His  time  is  de 
voted  to  them.  He  is  anxious  to  help  them,  and 
affords  every  reasonable  assistance  in  the  acquisi 
tion  of  knowledge. 

It  is  a  duty  they  owe  to  their  parents,  to  make 
the  best  improvement  of  the  facilities  afforded  them 
for  gaining  knowledge.  They  have  furnished  the 
means  for  making  improvement  in  that  which  will 
be  useful  to  them  in  after  life,  and  it  is  an  abuse 
of  parental  solicitude  and  anxiety,  not  to  make  all 
the  advances  in  knowledge  of  which  they  are  ca 
pable. 

It  is  a  duty  they  owe  to  their  country,  to  qualify 
themselves  to  be  useful  citizens ;  and  this  cannot 
be  done,  if  they  remain  ignorant  and  uncultivated. 
The  country  has  a  claim  on  all  to  be  as  useful  as 
they  have  the  means  to  be ;  this  claim  reaches 
children,  as  well  as  those  of  maturer  years. 
19* 


222  LECTURES    ON   SCHOOL-KEEPING. 

Lastly,  it  is  a  duty  they  owe  him  who  made 
them.  He  requires  them  to  make  a  due  improve 
ment  of  their  time  ;  and  promises  his  favor  to  those 
who  obey,  and  threatens  his  displeasure  against 
those  who  disregard  his  command. 

u  Take  fast  hold  of  instruction,  let  her  not  go  ; 
keep  her,  for  she  is  thy  life.  Get  wisdom,  get 
understanding,  and  forget  it  not.  Wisdom  is  better 
than  rubies,  and  all  the  things  that  may  be  de 
sired,  are  not  to  be  compared  to  it."  Such  are 
the  declarations  of  the  book  of  God,  and  they  re 
quire  serious  attention  from  the  youthful  scholar. 

To  conclude  :  Make  use  of  ever;g_propeii-moti.#e 
to  lead  the  scholar  to  just  views  of  the  value  ^f 
knowledge,  the  best  means  of  gaining  and  usjpg"^ 
wnen  acquired.  Point  out  plainly  the  consequences 
which"  must  result  to  himself  and  others,  from  in 
difference  and  inattention  to  the  opportunity  he 
has  of  gaining  knowledge. 

It  is  believed  thai)  such  inducements  will  be 
found  abundantly  sufficient  to  excite  all  the  atten 
tion  and  application  necessary  to  insure  success  in 
acquiring  knowledge,  except  in  instances  where 
there  is  an  entire  want  or  perversion  of  every 
common  principle.  There  may  be  instances  where 
everything  will  fail,  except  extreme  severity.  But 
such  are  very  uncommon,  and  owe  their  existence 
to  the  neglect  or  imprudence  of  parents  or  teach 
ers.  If  such  instances  occur,  it  may  be  neces 
sary  to  resort  to  unusual  means,  and  these  must 
be  left  to  the  judgment  of  the  instructor  to  apply, 
as  the  exigencies  of  the  case  may  require. 


LECTURES    ON    SCHOOL-KEEPING.  223 


LECTUEE  XII. 

YOUNG  LADIES  AND  GENTLEMEN  :  — 

IN  the  preceding  Lectures,  I  have  discussed 
most  of  the  topics  designed.  To  all  the  sugges 
tions  made,  I  trust  you  have  given  that  attention 
their  importance  demands.  But,  before  closing, 
allow  me  to  call  your  attention  to  some  additional 
means  of  benefiting  those  who  may  come  under 
your  instruction.  These  may  not  be  made  availa 
ble  in  some  neighborhoods,  or  all  schools.  In  many 
they  may  be.  Indeed,  something  of  the  kind  can 
be  attempted  in  most  districts,  or  schools,  taught 
by  females  as  well  as  males.  It  is  your  duty  to 
employ  the  means  already  suggested ;  to  adopt 
the  best  plans  for  governing  and  teaching  the 
youth  committed  to  your  care,  and  equally  your 
duty  to  resort  to  other  measures,  whenever  and 
wherever  practicable  ;  by  which  deeper  interest 
may  be  awakened  in  the  community,  to  the  ap 
propriate  training  of  the  rising  generation.  The 
character  of  the  age,  and  the  daily  advancements 
making  in  your  profession  particularly,  call  for 
something  further.  Popular  education  is  exciting 
new  interest  in  the  country ;  and  many,  who 
once  looked  upon  themselves  as  having  outlived 
the  time  of  improvement,  are  now  learning  that 
they  may,  by  efforts  easily  made,  retrieve  some  of 
the  losses  heretofore  sustained. 


224  LECTURES   ON   SCHOOL-KEEPING. 

The  spirit  of  improvement  ought  certainly  to  be 
carried  into  your  schools.  In  accomplishing  this, 
you  are  to  take  the  lead  in  the  districts  to  which 
your  labors  are  devoted.  Any  school  may  become 
a  LYCEUM.  It  may  not,  indeed,  assume  all  the 
features  of  a  town  or  county  society,  but  still  be 
a  society  for  mutual  improvement.  An  easy  and 
certain  method  may  be  devised  for  awakening  an 
interest  in  every  neighborhood. 

When  we  recall  to  mind  the  names  of  a  long 
list  of  self-taught  and  self-made  men,  and  examine 
the  results  of  their  efforts  and  labors,  we  have 
the  strongest  encouragement  to  direct  the  atten 
tion  of  those  under  our  influence,  to  what  they  may 
achieve.  It  is  unquestionably  true  that  many, 
who  otherwise  would  be  discouraged  by  the  diffi 
culties  which  they  meet,  or  observe  in  the  prospect 
before  them,  may,  however,  be  stimulated  and 
assisted  to  pursue  such  a  course  as  will  lead  them 
to  respectability  and  usefulness :  this  is  to  be  done 
by  the  intellectual  discipline  and  the  practical 
knowledge  which  they  may  acquire  at  the  period, 
and  especially  by  the  means  within  their  reach. 

But,  you  will  ask,  how  can  this  be  accomplish 
ed  ?  I  will  suggest  some  of  those  means  which 
occur  to  me  as  easy  and  practicable. 

In  the  first  place,  having  succeeded  in  estab 
lishing  order  in  your  school,  extend  an  invitation 
to  those  scholars  who  are  willing  to  make  uncom 
mon  efforts  for  acquiring  knowledge,  to  meet  you 
on  some  evening.  Say  to  them,  expressly,  you  wish 
none  to  attend  but  those  who  are  willing  to  exert 


LECTURES    ON    SCHOOL-KEEPING.  225 

themselves  to  make  attainments  in  useful  knowl 
edge,  beyond  the  usual  subjects  introduced  into 
school.  In  this  way  attention  will  be  excited, 
and  you  will  find  but  few  who  will  stay  away. 
When  you  meet  them,  it  may  be  useful  to  read  or 
repeat  to  them  the  history  of  some  individual,  like 
Franklin  or  Rittenhouse  ;  or,  perhaps,  give  ac 
count  of  some  of  the  improvements  which  have 
been  made  in  facilitating  labor  or  promoting  the 
convenience  of  man.  The  wonderful  powers  of 
steam,  and  the  uses  to  which  it  can  be  and  is  ap 
plied,  in  propelling  vessels,  conducting  railroad 
cars,  turning  machinery,  forging  anchors,  spinning 
cotton,  printing  books,  or  any  of  its  thousand  well- 
known  uses,  will  be  to  the  point.  The  object  is, 
to  arouse  attention  and  promote  thought.  If  you 
can  excite  young  persons  to  think,  a  most  impor 
tant  object  is  gained,  and  the  door  is  effectually 
opened  for  improvement.  Till  this  is  done,  but 
little  can  be  accomplished  towards  benefiting  them 
in  any  important  degree. 

After  you  have  gained  this  point,  you  may  next 
present  some  particular  subject  for  an  exercise. 
It  may  be  connected  with  the  studies  of  the  school 
or  business  of  life.  It  ought  not,  however,  to  in 
terfere  with  the  school  exercises,  or  tend  to  take 
off  attention  from  those  subjects  which  are  of  pri 
mary  importance.  The  following  outlines  of  a 
system  upon  this  subject  are  offered  for  the  con 
sideration  of  teachers. 

On  the  first  evening,  let  those  who  are  disposed 
to  attend,  be  requested  to  state  everything  they 


226  LECTURES    ON   SCHOOL-KEEPING. 

can  concerning  the  history  of  the  town  in  which 
they  live ;  and  if  any  are  sufficiently  acquainted 
with  drawing,  they  can  give  a  map  of  it.  As  a 
preparation  for  this  historical  exercise,  they  may  be 
requested  to  visit  and  converse  with  some  of  those 
who  have  been  inhabitants  of  the  place  for  a  long 
period  of  time.  The  oldest  residents  will  be  able 
to  relate  many  particulars  very  interesting  to  the 
young.  This  exercise,  attended  with  suitable  re 
marks  from  the  instructor,  will  be  both  pleasant 
and  useful  to  the  school,  and  others  who  attend. 
It  would  certainly  add  to  the  interest  of  the  exer 
cise  on  the  part  of  the  pupils,  if  an  intelligent 
citizen,  well  acquainted  with  the  history  of  the 
town  or  neighborhood,  should  attend  and  relate 
the  most  important  facts  with  which  he  is  familiar. 
Then  let  one  be  requested  to  write  an  account 
of  some  interesting  historical  event,  such  as  the 
discovery  of  this  country,  the  battles  of  Lexington, 
Bunker  Hill,  Bennington,  Saratoga,  etc.  To  a 
second  may  be  assigned  some  other  historical  sub 
ject.  It  will  be  necessary  to  assign  exercises  suf 
ficient  to  occupy  the  evening.  Another  evening, 
let  each  one  be  requested  to  give,  as  far  as  proper, 
an  account  of  the  business  in  which  he,  or  the 
family  to  which  he  belongs,  may  be  engaged ; 
stating  its  profits,  and  its  difficulties  or  facilities. 
A  third  evening  may  be  devoted  to  rhetorical  ex 
ercises;  and  another,  to  free  remarks  on  some 
important  question.  Another  may  be  spent  in 
reading  interesting  accounts  of  some  parts  of  our 
own  country,  or  of  some  other  part  of  the  world. 


LECTURES    ON   SCHOOL-KEEPING.  227 

time  being  allowed  for  making  remarks  on  the 
subjects.  Let  an  evening  be  assigned  also  for  the 
purpose  of  answering  questions  proposed  to  you 
by  the  pupils. 

It  will  not  be  necessary  to  have  these  exercises 
confined  to  males.  The  females  have  often  more 
knowledge,  and  are  better  scholars,  than  any  of 
the  young  men  found  in  a  district.  In  all  cases, 
where  practicable,  females  should  be  urged  to 
take  a  part  in  the  School-Lyceum,  and  to  be 
present  at  the  meetings. 

It  will  be  useful  to  them  and  interesting  to 
others,  to  give  some  account  of  housewifery.  A 
description  of  the  process  of  making  cheese,  an 
account  of  the  best  mode  of  making  butter,  or 
even  of  the  manner  of  making  a  loaf  of  bread,  or 
brewing  beer,  would  be  heard  with  pleasure,  and 
not  without  advantage,  in  almost  any  place. 
Domestic  economy  generally,  is  a  proper  subject 
of  attention,  and  one  on  which  they  may,  with  the 
utmost  propriety,  be  requested  to  read  compo 
sitions.  Many  other  exercises  will  claim  the 
attention  of  females,  as  much  as  that  of  young 
men.  All  the  subjects  which  I  shall  hereafter 
mention  are  of  this  class. 

I  have  been  the  more  particular  in  these  re 
marks,  from  the  fact  that  sufficient  attention  is 
not  usually  paid  to  female  improvement. 

After  proper  attention  has  been  given  to  the 
exercises  already  mentioned,  and  others  of  the 
same  kind,  you  can  proceed  to  introduce  some  of 
the  more  important  principles  of  natural  philoso- 


228  LECTURES    ON   SCHOOL-KEEPING. 

phy,  and  chemistry,  with  simple  experiments. 
Moral  philosophy  claims  particular  attention.  The 
younger  members  may,  at  the  same  time,  have 
lessons  in  geometry,  and  its  applications  to  the 
business  and  purposes  of  life.  "  Holbrook's  First 
Lessons,"  accompanied  with  a  card  of  diagrams, 
will  afford  great  amusement,  and  be  highly  profita 
ble  to  scholars  of  eight  or  ten  years  of  age.  By 
the  same  class,  the  " Little  Philosopher;  or,  Infant 
School  at  Home,"  might  be  used  with  great 
advantage.  It  is  an  admirable  work. 

When  sufficient  attention  has  been  given  to 
such  studies,  the  way  will  be  prepared  for  the 
regular  formation  of  a  lyceum,  on  the  general 
principles  of  these  institutions.  The  importance 
of  apparatus  will  now  be  perceived.  You  will, 
of  course,  make  it  a  subject  of  early  atten 
tion.  To  obtain  this  will  be  an  object  of  high  im 
portance,  as  it  will  be  a  means  of  facilitating  the 
operations  of  the  lyceum,  and  will  make  it  a  com 
mon  property. 

Another  means  of  increasing  the  interest  felt 
by  your  scholars  in  these  subjects,  will  be  to  give 
or  engage  others  to  give  familiar  lectures,  furnish 
ing  food  for  reflection,  and  throwing  light  on  the 
subjects  of  study  connected  with  the  business  and 
the  wants  of  life.  Is  there  a  physician  in  your 
vicinity  ?  engage  him  to  give  some  familiar  lec 
tures  on  the  human  system,  the  means  of  preserv 
ing  health,  or  some  other  theme  within  the  range 
of  his  profession.  Is  there  a  lawyer  ?  he  may 
point  out  the  several  principles  of  the  common 


LECTURES   ON   SCHOOL-KEEPING.  229 

law  ;  the  distinction  between  this  and  statute  law  ; 
the  necessity  to  every  citizen  of  a  certain  amount 
of  legal  knowledge,  etc.  Is  there  an  ingenious 
mechanic  ?  he  may  tell  something  about  the  nature, 
importance,  and  uses  of  his  trade.  The  minister 
may  be  requested  to  give  a  lecture  on  the  im 
portance  of  moral  philosophy,  or  he  may  explain 
the  nature  of  the  Christian  religion,  the  value  and 
influence  of  the  Bible,  etc.  etc.  By  thus  en 
gaging  foreign  assistance,  you  will  be  conferring  a 
double  benefit.  First,  'the  instruction  given  will 
be  important  and  highly  useful  of  itself;  and 
secondly,  by  engaging  the  attention  of  those  who 
take  a  lead  in  society,  you  will  render  the  lyceum 
popular. 

You  may  also  confer  an  important  benefit  on 
the  neighborhood  in  which  you  are  employed,  by 
promoting  the  formation  of  a  library  of  scientific 
and  useful  books.  The  attention  of  the  young  is 
not  sufficiently  given  to  reading  of  the  most  useful 
kind.  Young  persons  are  generally  better  pleased 
with  works  of  fiction,  than  with  those  best  calcu 
lated  to  discipline  their  minds,  and  to  cultivate  a 
good  taste.  The  prevalent  taste  for  reading  is,  in 
a  degree,  vitiated ;  and  whoever  is  instrumental 
of  correcting  it,  in  a  single  neighborhood,  will  un 
questionably  be  a  public  benefactor.  The  pro 
portion  of  light  reading,  which  has  been  patronized 
for  a  few  years  past,  is  altogether  too  large.  The 
"  Annuals,"  "  Albums,"  novels,  etc,  etc.  which 
have  recently  been  eagerly  sought  after  and  read, 
are  exerting  a  ruinous  influence,  especially  by  be- 
20 


230  LECTURES    ON   SCHOOL-KEEPING. 

coming  the  occasion  of  corrupting  the  taste,  and 
leading  the  young  to  neglect  those  books  which 
would  be  highly  beneficial.  I  cannot  but  urge  it, 
therefore,  as  highly  important,  that  you  exert  an 
influence  in  favor  of  a  more  useful  kind  of  read 
ing.  Whenever  you  can  direct  the  attention  of 
your  scholars  to  those  books  which  will  lead  to  a 
habit  of  close  thinking,  you  will  deserve  the 
thanks  of  every  friend  to  the  young.  I  am  fully 
persuaded,  that  neither  parents  nor  instructors  are 
sufficiently  awake  to  the  effects  of  the  prevalent 
light  reading  of  the  present  day.  Nothing  is  ac 
counted  interesting,  to  a  class  of  readers,  but  that 
which  abounds  with  incident,  adventure,  and  ca 
tastrophe.  A  love- tale,  or  something  of  similar 
character,  is  woven  into  almost  everything  written 
for  the  young,  and  has  charms  for  many,  (must  I 
say  for  some  professedly  pious  youth  ?)  greater 
than  a  book  of  travels,  voyages,  history,  or  ge 
ography.  To  such,  a  scientific  book  has  ordinarily 
few  charms.  Is  there  not  danger  on  the  whole, 
that  what  has  been  gained  on  the  score  of  a  better 
mode  of  teaching,  is  in  danger  of  being  counter 
balanced  and  lost  by  an  injudicious  course  of  read 
ing  ?  Is  there  not  room  to  fear,  that  a  desire  to 
please  the  young,  has  overbalanced  a  desire  to 
instruct  them  ?  If  my  fears  are  well  founded, 
you  will  confer  a  great  benefit  on  those  whom  you 
can  persuade  to  provide,  and  read  attentively, 
books  calculated  to  promote  a  knowledge  and 
excite  a  love  of  the  sciences. 

It  is  my  purpose,  at  this  time,  to  make  sugges- 


LECTURED  ON   SCHOOL-KEjEPING.  231 

tions  only ;  your  own  reflections/ will  furnish  you 
with  many  things  connected  with  the  subjects  on 
which  I  have  spoken.  Let  it  be  an  object  with 
you  to  adapt  your  mode  of  operations  to  the  exi 
gences  of  your  situation.  I  am  aware,  that  the 
directions  which  I  have  given  cannot  be  followed 
in  all  cases.  If  a  lyceum  already  exists,  or  if  a 
course  of  exercises  has  been  marked  out,  you  will 
need  to  pursue  that  mode  which  will  have  the  best 
effect,  considered  with  reference  to  existing  cir 
cumstances.  In  some  cases,  it  may  be  impracti 
cable  to  attempt  anything  more  than  to  call  your 
scholars  together,  and  instruct  them  in  geometry, 
by  the  help  of  the  First  Lessons  and  cards  before 
mentioned.  But,  by  all  means,  do  something 
towards  effecting  the  objects  contemplated  by 
lyceums.  All  of  you  may  do  something,  and 
must  be  governed  by  circumstances  as  to  the  best 
mode.  Let  not  the  season  pass,  however,  without 
making  the  attempt.  Absolute  failure,  on  your 
part,  is  preferable  to  inactivity.  Should  you  not 
succeed,  you  will  have  the  pleasure,  at  least,  of 
reflecting  that  you  have  tried  to  benefit  the  mem 
bers  who  compose  your  important  charge.  It  will 
certainly  be  in  your  power  to  disseminate  some 
important  intelligence  on  the  subject  of  popular 
education.  The  seed  thus  sown,  may  spring  up 
hereafter,  under  the  influence  of  a  warmer  sun. 
Discouragement  is  not  to  be  indulged,  till  your 
efforts  have  absolutely  failed ;  and  if  you  go 
forward  with  your  work  steadily,  manfully,  and 
perseveringly,  you  may  be  assured  that  they  jvill 
not  fail. 


232  LECTUEES    ON   SCHOOL-KEEPING. 

Permit  me  to  say,  in  the  conclusion  of  this  Lec 
ture,  that  much  will  depend  on  the  impression 
you  make  on  the  parents  of  your  scholars.  If 
you  can  interest  them,  there  will  be  but  little 
doubt  of  your  success  in  interesting  their  children. 
Be  careful,  then,  to  have  your  objects  thoroughly 
understood  by  them  in  the  first  place.  A  demand 
on  their  purses  would  be  improper,  till  you  have 
convinced  them  both  that  they  ought  to  do  some 
thing  more  to  benefit  their  scholars,  and  also  how 
this  may  be  effected. 

Having  once  convinced  them  of  the  utility  of 
apparatus,  the  means  for  procuring  it  will  gener 
ally  be  obtained  without  great  difficulty.  Let  the 
scholars  themselves  become  the  advocates  for  ap 
propriations.  Some  encouragement  from  yourself, 
will  afterwards  be  necessary ;  and,  in  a  majority 
of  cases,  I  have  no  doubt  it  will  be  attended  with 
success.  If  parents  are  parsimonious  here,  their 
unreasonableness  ought  to  be  fully  shown.  It  is 
certainly  true  that  parsimony  is  frequently  bad 
economy ;  and  it  may  be  made  to  appear  so.  A 
few  dollars  expended  for  apparatus  or  judicious 
books,  may  prevent  the  young  from  forming  a  habit 
of  seeking  amusement  in  a  more  expensive  manner. 
In  a  word,  satisfy  parents  what  is  their  true  inter 
est,  in  regard  to  their  children,  and  your  work  is 
accomplished. 

Yield  to  no  discouragements  which  you  may 
encounter.  The  object  you  have  in  view,  is  too 
important  to  be  abandoned  in  consequence  of  small 
obstacles.  Remember  the  maxim,  "  Labor  con- 


LECTURES    ON    SCHOOL-KEEPING.  233 

quers  all  things."  If  success  does  not  attend 
your  first  efforts,  let  it  be  a  stimulus  to  greater 
exertion,  rather  than  a  reason  for  discouragement. 
Resolve  to  succeed,  and  maintain  your  determina 
tion  ;  if  your  efforts  are  discreetly  directed,  some 
success  will  inevitably  follow.  The  interest  thus 
awakened  in  a  single  winter  has  been  followed  by 
very  cheering  results. 

20* 


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